First words of Estonian children: early communicative development
Kuupäev
2016-05-19
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Selle väitekirja teemaks on suhtlemise varane areng alates sõnadest arusaamisest ja žestide kasutamisest kuni esimeste sõnade ütlemiseni ja sõnavara suurenemiseni. Me kohandasime eesti keelde MacArthuri ja Batesi suhtlemise arengu küsimustiku (edaspidi CDI): sõnad ja žestid ning kasutasime seda selleks, et koguda infot suhtlemise arengu kohta eesti lastel vanuses 0;8 kuni 1;4. Eesti lapsed hakkavad esimestest sõnadest aru saama kaheksa kuu vanuselt. Me leidsime, et kui nende sõnade hulgas, millest laps aru saab, on suhteliselt rohkem nimisõnu, oskab ta tõenäoliselt ütelda rohkem sõnu kui laps, kes saab aru paljudest teist liiki sõnadest. Eesti lapsed hakkavad ütlema oma esimesi sõnu (milleks on sageli aitäh, nämm-nämm, ema, aidaa) kümne kuu vanuselt. Esimesed sõnad on enamasti kas häälituste imitatsioonid või sõnad, mida kasutatakse igapäevaste korduvate tegevuste ajal. Esimese sünnipäeva paiku ütleb enamus lastest vähemalt seitse sõna ja vanuses 1;4 keskmiselt 28 sõna. Nüüd kuuluvad laste sõnavarasse lisaks eelnimetatutele ka oluliste inimeste ja huvipakkuvate objektide kohta käivad nimetused. Eesti lapsed hakkavad esimesi sõnu ütlema sama vanalt ning nende sõnavara suurus kasvab sama kiiresti nagu lastel, kelle emakeeleks on kas inglise, itaalia või soome keel. Varases eas ütlevad poisid ja tüdrukud enam-vähem ühepalju sõnu. Alles vanuses 1;2 kuni 1;4 kasvab tüdrukute sõnavara pisut suuremaks võrreldes poiste sõnavaraga. Me kasutasime eesti keelde kohandatud CDI varianti: sõnad ja laused, et koguda võrdlemiseks andmeid enneaegselt ja ajaliselt sündinud laste suhtlemise arengu kohta vanuses 1;6 kuni 2;1. Tulemusena leidsime, et enneaegselt sündinud laste sõnavara koostis ei erine ajaliselt sündinud laste omast ei kasutusel olevate sõnaliikide ega ka lausungite pikkuse osas, juhul kui võrdlemisel on arvesse võetud lapse vanust, sugu ja sõnavara suurust.
The main focus of this dissertation is the part of early communicative development that starts with understanding the words that the child is hearing, the gestures the child is using, and is followed by starting to talk and learning new words. We adapted to Estonian the MacArthur-Bates Communicative Development Inventory (henceforth CDI): Words and Gestures and used it to gather data to describe communicative development in Estonian children at the age of 0;8 to 1;4. Estonian children start to understand first words around the age of 0;8. We showed that if children understand many nouns compared to the other types of words they tend to say more words. Estonian children start to say their first words (aitäh thank you, nämm-nämm yum yum, ema mother, aidaa bye bye) at around the age of 0;10. These are the words that either imitate sound effects or are often used during daily routines. Most of the children say more than seven words at the time of their first birthday and at the age of 1;4 they say about 28 words. At this time names for important people as well as for interesting objects are added to children’s lexicon. The age when Estonian children start to talk and the number of words they are using at different ages are similar to children who are acquiring other languages, like English, Italian, or Finnish. Boys and girls use almost the same number of words at the earliest age. Girls start to say slightly more words compared to the boys only at the age of 1;2 to 1;4. We also used Estonian adaptation of CDI: Words and Sentences to gather data about preterm and full term born children’s communicative development at the age of 1;6 to 2;1. We found that if preterm born and full term born children were matched according to their age, gender, and number of words there were no differences in the types of words they were saying nor in the number of words they were combing together to form sentences.
The main focus of this dissertation is the part of early communicative development that starts with understanding the words that the child is hearing, the gestures the child is using, and is followed by starting to talk and learning new words. We adapted to Estonian the MacArthur-Bates Communicative Development Inventory (henceforth CDI): Words and Gestures and used it to gather data to describe communicative development in Estonian children at the age of 0;8 to 1;4. Estonian children start to understand first words around the age of 0;8. We showed that if children understand many nouns compared to the other types of words they tend to say more words. Estonian children start to say their first words (aitäh thank you, nämm-nämm yum yum, ema mother, aidaa bye bye) at around the age of 0;10. These are the words that either imitate sound effects or are often used during daily routines. Most of the children say more than seven words at the time of their first birthday and at the age of 1;4 they say about 28 words. At this time names for important people as well as for interesting objects are added to children’s lexicon. The age when Estonian children start to talk and the number of words they are using at different ages are similar to children who are acquiring other languages, like English, Italian, or Finnish. Boys and girls use almost the same number of words at the earliest age. Girls start to say slightly more words compared to the boys only at the age of 1;2 to 1;4. We also used Estonian adaptation of CDI: Words and Sentences to gather data about preterm and full term born children’s communicative development at the age of 1;6 to 2;1. We found that if preterm born and full term born children were matched according to their age, gender, and number of words there were no differences in the types of words they were saying nor in the number of words they were combing together to form sentences.
Kirjeldus
Väitekirja elektrooniline versioon ei sisalda publikatsioone.
Märksõnad
eesti, lapsed, suhtlemine, žestid, sõnad, sõnavara, kõne areng, Estonia, children, communication, gestures, words, vocabulary, speech development