Crib talk or crib speech is a pre-sleeping monologue created by a child while in bed. It begins about one and a half years and usually lasts about two and a half years, though children can continue longer. It consists of conversation discourse with alternate shifts that often contain a series of semantically and syntactically coherent questions. It may contain word games and chunks of children's songs and songs.
Box lectures have been found in deaf children in their early sign language. It also occurs in autistic children.
Video Crib talk
Jenis
The talk box has been divided into three overlapping varieties.
Activation sequence
This is most common in early monologues and performed in low tones. It concerns the use of language to produce action and occurs when playing with toys and dolls as "friends" with languages ​​embedded in the game in progress. While like a conversation, it can happen in a long sequence without interruption where the child explains what they are doing.
Proto-narrative
In this case a child creates stories about events that have occurred or imaginary events in temporal-causal sequences that can be as short as five words or as long as 150. That may include reading the stories that have been read to them. They occur throughout the period in which a child is involved in a talk box.
Focused issues
This concern is what happened in the past, what will happen in the future and how the event is organized. They combine descriptions used by others to enable predictions.
Maps Crib talk
Function
Such monologues have been debated to play a key role in providing practical space for developing complex connected discourses, helping a child use language as a tool for categorizing, explaining and getting to know the world, and "clarifying what was problematic or difficult".
This kind of conversation is more complex than children do in interaction with others, and this has been suggested because of the freedom to control what they say and do not have their cognitive abilities stretched by having to find ways to respond to what someone has just said.
While similar to a personal speech that usually starts after 3 and ends around 7, the talk box does not have its own setup instructions.
Research
Problems
The talk box is difficult to transcribe because such small children usually have poor pronunciation, and because there may be little context to conclude the possible meaning of a child's words, even with the help of parents. This has limited the number of children being studied and the length of time in which the development of a talking box monologue has been investigated.
The children studied are also not typical because they are descendants of the researchers or their close associates, and so are from a highly educated background. The child studied by Katherine Nelson, for example, is very mature prematurely in her language skills, raising questions about the child's apparent discovery.
Study
The lecture box was first studied by Ruth Hirsch Weir on his son Anthony and published in 1962. Two other studies have been conducted by Stan Kuczaj on 14 children between 15-30 months - published in 1983 - and Katherine Nelson at Emily in 1989.
Example
(As spelled in transcripts)
Anthony
Anthony is here between 28 and 30 months of play on transformations and grammatical combinations.
Emily
- (21 months)
- (23 months)
"In the Dark"
George Miller has noted that the last two verses of A. A. Milne's "In the Dark" poems in
See also
References
Source of the article : Wikipedia
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