The Milestones in Children's Development with Diversity & Culture Impacts

Fellowes & Oakley (2019) called the idea of language development stages suggested that there is a common developmental sequence of learning that children follow. Nevertheless, the phases of developmental language and abilities can be recognised, it must be taken into account that language learning milestones cannot be applied for all children equally (as cited in Cohen, 2014). As explained on Maturational perspectives, there are several considerable variations in the way children develop and educators need to see from child to child and there are important environmental factors during play.

Fellowes & Oakley (2019) summarised the milestones into tables. Thus, tables 1.4 to 1.8 below will deliver an overview of language development (as cited in Jalongo, 2014). The information below supply useful framework for educators in planning and assessment. These can be used as extensive guidelines only because of individual and cultural differences. Educators’ and families’ influences - particularly in cultural expectations and the diverse ways in which educators and families interact with children have impacts in children’s language development. Moreover, if children surrounded by several languages and are learning bilingually, milestones will not necessarily be reached in those languages at the same time.

“Cultural background has impact in children's language development”

Table 1.4 Newborns - first twelve months; Stage 1; Pre-linguistic (speech-type sounds but no words).

Table 1.5 One – two years: Stage 2; linguistic (one-word utterances)

Table 1.6 Two - three years: Stage 3; linguistic (making words into phrases)

Table 1.7 three-four years: Stage 4; linguistic speech (using complete sentences)

Table 1.8 four-five years: Stage 4; linguistic speech (using complete sentences)