By Susan M. Ervin-Tripp (Auth.)
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Extra resources for Child Discourse
The major processes are syllable reduplication, infixing and lengthening with a restricted vowel-consonant inventory. Basically, [a] ~ [ o : ] , [a] ~ [ a : ] , [o] ~ [ o : ] , and [ b ] , [sh], and [tsh] are repeated with [b] limited to medial position. 34 Garvey Play with the Linguistic System The period from 2 to 3 is one of rapid linguistic achievement. Playful use of language at this time has been reported, though primarily for solitary children. One of the most detailed accounts is that by Ruth Weir (1962) who recorded the presleep monologues of her son, Anthony (2:10).
Yeah, (throws toy) 5. That didn't hurt. 6. No that, that furry. See block. 7. Throw that at me. If you throw that iron at me, I'm gonna tell, (laugh) 8. (laugh) I did. Another episode from the same dyad illustrates the exchange of nonplay threats. In this example, one child withdrew her threat to tell her mommy by saying, / don't want to tell. , Will you please stop that? F(3:3) F(3:8) (hits at partner) 1. I'm telling, when I get home to my mommy, I'm gonna tell. 2. I gonna hurt you. 3. Hm, stop it.
More than one type can be represented in a single episode, but the distinctions appear to reference some basically different uses of language resources for play. Spontaneous Rhyming and Word Play Spontaneous social word play arose most commonly from states of mutual attending and desultory conversation. It did not tend to arise in more mutually absorbing states such as pretending. The most obvious type of word play is rhyme. Children's predilection for rhythm, rhyme, and alliteration is well known (Stern and Stern 1907).