CHILD LANGUAGE DEVELOPMENT: ONE-WORD STAGE

This paper is prepared to fulfil the assignment of

Psycholinguistics and Language Teaching

Lecturer: Dr. Farida Indri Wijayanti, S.Pd., M.Pd.

Arranged by group 5:

1. Arnie Nazhera Ahmad (226121141)

2. Aisyah Ayuningtyas (226121157)
3. Ika Azra Azkia (226121161)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF CULTURE AND LANGUAGE

RADEN MAS SAID STATE ISLAMIC UNIVERSITY OF SURAKARTA

2024
 FOREWORD

Praise be to God Almighty, who has provided us with strength and health, enabling us
to complete this paper on the topic of child language development, specifically focusing
on the one-word stage. This paper is written as part of our efforts to better understand the
early stages of linguistic development in children and its critical role in shaping their
communication skills. Language is one of the most essential tools for human interaction,
and its development begins at a very young age. The one-word stage is a fundamental
phase where children first begin to express themselves verbally, marking a significant
milestone in their cognitive and communicative abilities. Through this paper, we hope to
explore the key linguistic features of this stage and its importance in the overall language
acquisition process.

The author would like to express our deepest gratitude to all those who have
supported and encouraged us throughout the process of writing this paper. Special thanks
go to our lecturers, family, and friends for their valuable feedback, guidance, and
motivation. The author realize that this paper is far from perfect, and we welcome any
suggestions or constructive criticism for its improvement. We hope this paper will
provide useful insights into child language development and serve as a reference for
future research in the field.

Sukoharjo, September 10, 2024

Authors
 CHAPTER I

INTRODUCTION

A. Background of the Paper

Language development in children follows a series of predictable stages, with the

one-word stage, or holophrastic stage, being a crucial early milestone. This phase
typically occurs between the ages of 12 and 18 months, during which children begin
to use single words to communicate complex meanings. Although their vocabulary is
limited, these words often function as entire sentences, conveying desires, emotions,
or observations based on the context in which they are used. The transition to the one-
word stage signifies the child’s growing cognitive abilities, as they start associating
specific sounds with objects, people, and actions in their environment. One
characteristic feature of this stage is the use of holophrases, where a single word
represents a broader meaning. For instance, the word “ball” may express a desire to
play with a ball, or indicate that the child sees a ball.

Additionally, this stage of language development involves certain linguistic

phenomena such as overextension and underextension. Overextension occurs when a
child uses a single word to describe multiple objects with similar characteristics, such
as calling all four-legged animals “dog.” In contrast, underextension refers to a child
limiting a word to a specific context, like referring to their family pet as “dog” but not
applying the word to other dogs. Children’s pronunciation at this stage is also often
simplified, with some sounds omitted or altered as they are still mastering the physical
coordination required for speech. Furthermore, their use of words is highly context-
dependent, meaning that gestures, tone of voice, and the surrounding situation
significantly influence the meaning of their words.

In summary, the one-word stage is a foundational period in language acquisition

where children begin to grasp the symbolic nature of language. It reflects their ability
to connect sound patterns with meanings, setting the stage for the more complex
linguistic structures that will follow.
 CHAPTER II
DISCUSSION

A. The Definition of One Word Stage

The one-word stage in children's language development is the second phase in
the language learning process, also called the holophrastic stage, The one-word stage
usually occurs at the age of 12-18 months. In this phase, children begin to use single
words to communicate and express complex ideas. Every human being has the innate
ability to learn their first language since birth. This is because of the very valuable
device given by God to humans, namely the Language Acquisition Device (LAD).
Chomsky in Da Cruz (2015:6) said that a child's ability to learn language is due to the
presence of a genetically programmed organ located in the brain. This shows that
humans have had the natural means to learn language since birth. The language
introduced to babies since birth is called their first language. Mother tongue is another
term for first language. A child learns their mother tongue, also known as their first
language, through interactions with their family and the world around them. A number
of studies have revealed that a child's first language is acquired through various
interactions, verbal and nonverbal responses, and frequently asked questions. Every
child has the capacity to independently develop their vocabulary during the next
stages of language development. Their ability to construct strong sentences for
effective communication shows this. Children understand sentence and word
structures through interactions with adults. Children not only imitate sentences when
they hear someone say something wrong, but they also understand sentence
structures. It is a natural part of how children learn language.
According to Nababan (1988), children's language development basically
occurs in four phases. The way children learn to speak is very extraordinary, and
adults find it difficult to understand the real meaning of what they say. A child's
mental abilities may seem very different in many ways, but even at the age of one to
five, they are able to master the structure of their mother tongue. Furthermore, each
child is exposed to different language examples, and most of them produce almost the
same grammar with little or no conscious instruction from their parents. Each child
quickly develops into a fully functioning member of the language community, capable
 of producing a seemingly infinite range of meaningful utterances in a language they
may not yet be familiar with. The types of words that young children use in their first
year of life, and the reasons behind their use, follow a general pattern that is shared by
young children all over the world. A child's first words are about people, objects, and
actions as soon as they start talking (Merkel-Piccini, 2001). "Mom", "Dad", "Drink",
"Eat", and so on are examples of common first words used by children. Furthermore,
according to Marekel-Piccini (2001), Children associate words such as red, small, hot,
cold, and so on into their vocabulary and use denial or refusal (not)
B. Linguistic Characteristics
1. Noun and Verb Predominance

During the one-word stage, children tend to use nouns and verbs more
frequently than other word classes. This phenomenon is referred to as noun and
verb predominance. Nouns are often used to refer to familiar people, objects, or
animals, such as "mama", "papa", "ball", and "cat". At this stage, children begin to
associate words with the objects around them, helping them understand that each
item has a name or label. These words are typically related to things that are
important in the child’s daily life, reflecting their immediate environment and
experiences.

Verbs also emerge during this stage, though they are usually fewer in number
compared to nouns. Verbs are often used by children to indicate actions that occur
in their surroundings, such as "fall", "eat", or "run". Children learn to use these
verbs because they frequently engage with these actions or because the actions are
critical in fulfilling their needs, like asking for help or food. The significance of
verbs at this stage lies in how children begin to understand the relationship
between subjects (people or objects) and the actions they perform. The
predominance of nouns and verbs indicates the child's rapid cognitive
development in understanding the world around them. It also shows how children
begin to categorize their environment. Nouns and verbs serve as building blocks
for the child to form basic concepts about people, objects, and activities, which
later form the foundation for more complex sentences. (Cruttenden, 1980)

2. Intonation
 Although children in the one-word stage only use a single word per utterance,
they rely heavily on intonation to convey additional meaning. Intonation refers to
the rise and fall in the tone of voice that children use to express meaning or
emotion. In this context, intonation becomes a crucial part of the child’s pragmatic
communication, allowing them to express requests, questions, confusion, or
statements by varying their tone of voice. For instance, when a child says "mama"
with a rising intonation at the end of the word, it might indicate a question, such as
asking where their mother is or seeking attention. On the other hand, if the child
says "mama" with a falling and more relaxed intonation, it could simply mean
they are identifying the presence of their mother or feeling content with her
presence. These variations in intonation enable the child to communicate different
intents, even when limited to just one word.

Furthermore, intonation often serves as a cue for adults to interpret the child’s
desires or needs. For example, a higher pitch may indicate urgency or a request,
while a lower pitch may convey affirmation or recognition. This demonstrates that
children are not only learning the sounds of words but also how to use those
sounds effectively to communicate. Intonation plays a key role in allowing
children to extend their communicative abilities beyond the constraints of a single
word.(Bloom, 1970)

3. Contextual Use
- Contextual Dependence

Children during the one-word stage often use words in specific contexts,
relying heavily on the environment or situation to convey meaning. This
reliance on context is a hallmark of their early language development. For
example a child might say "ball" while pointing at a ball on the floor. In this
context, the child is indicating their desire to play with the ball. This example
illustrates how the child uses the word "ball" in a situation where it is most
relevant, relying on the surrounding environment to convey their intended
meaning.

- Situational Cues

Parents and caregivers play a crucial role in providing situational cues that
help children understand and use words correctly. They often repeat the word
 in context, which helps the child associate the word with its meaning. Impact
on Language Development This interaction supports vocabulary growth and
comprehension. For instance, when a caregiver says "ball" while pointing to a
ball, the child learns that "ball" refers to an object used for play. This repeated
exposure helps solidify the word's meaning in the child's vocabulary.(Lestari et
al., n.d.)

4. Gestures and Non-Verbal Communication

- Integration with Gestures
Children frequently accompany their single-word utterances with gestures
such as pointing or reaching. These gestures enhance communication by
providing additional context and clarifying the intended meaning. For example
a child says "milk" while pointing to a bottle on the table. The gesture of
pointing clearly indicates which object the child is referring to, making it
easier for caregivers to understand their needs.
- Non-Verbal Signals
Facial Expressions and Body Language
Facial expressions and body language are also important during this stage as
they provide additional context to the spoken word. These non-verbal signals
can significantly alter the interpretation of a single word. For example a child
says "dog" while looking at a picture of a happy dog. The facial expression of
happiness associated with saying "dog" indicates that the child is expressing
positive emotions towards the animal. Conversely, if the child says "dog" with
a frown, it might suggest fear or dislike.(Nikmah et al., 2023)
5. Examples of Utterances

The words used by children in the one-word stage are often simple, but they
carry rich meaning. A single word uttered by a child can represent an entire
sentence or more complex intention. For example, when a child says "juice", it
might mean "I want juice" or "Where is the juice?" This shows that children in
this stage often use words holophrastically, where a single word encapsulates the
meaning of an entire sentence depending on the context.

Other examples include the word "car", which can be used by the child to
identify a vehicle or to ask where the car is. The word "more" is often used by
 children to express their desire for something to be repeated, such as asking for
more food or requesting to play a game again. In these cases, a single word uttered
by the child can have a range of meanings depending on the situation and
interaction taking place. The diversity of meaning from one word demonstrates
the child’s developing pragmatic skills, where they begin to understand how
words can be used in social contexts to meet their communicative needs. Adults
around the child often interpret the meaning of the word based on the context or
the child’s behavior, which helps clarify the child’s communication even though it
is still limited to single words. Additionally, through repeated use of these words,
children begin to learn more about language structure and how words can convey
more complex meanings.

6. Overextensions and Underextensions

a. Overextension
is a common phenomenon in child language development. It occurs when a child
uses a word to refer to a broader object or concept than its actual meaning.
Imagine a young child who is just learning to speak. He sees a cat in the park and
excitedly shouts, “cat!” So far, all is well. However, then he sees a cat, and
excitedly says, “cat!” Then, she sees a horse, and again, “cat!”. This is a classic
example of overextension. The child has not fully understood the special features
that distinguish cats from other animals. He uses the word “cat” to refer to all four-
legged animals, even though they may have different features. Overextension
indicates that the child is learning and developing in their understanding of
language. This is a normal part of the language acquisition process. Children who
are just learning to speak have a very limited vocabulary and are still developing
their cognitive abilities. They may not yet be able to understand the subtle
differences between different types of animals or objects. Overextension can also
occur because children are learning to connect words with their referents. They are
still at the stage of developing a more complex understanding of what words mean
and how to use them appropriately.
 Types of over extension
1. Categorical Overextension:
 Categorical overextension occurs when a child uses a word to refer to
all members of a category, even though not all members are typical examples.
In other words, the child overgeneralizes the meaning of the word.
- Example: The child calls all fruits “apples”. Although apples are fruits, not
all fruits are apples. Oranges, bananas, mangoes and other fruits also belong
to the category “fruit”, but the child does not yet understand the difference.
The child may not yet understand the subtle differences between different
types of fruit. They may have just learned the word “apple” and associate it
with all the fruits they see.
2. Analogical Overextension:
Analogical overextension occurs when the child uses a word for an object that
has physical or functional similarities to the target object. The child sees
similarities between different objects and uses the same word to refer to both.
- Example: The child calls a round orange a “ball”. Both oranges and balls
have a round shape, so the child associates the two with the word “ball”. The
child may focus on striking physical features, such as shape or color, and
ignore other features that distinguish objects.
3. Relational Overextension:
Relational overextension occurs when the child uses a word based on the
perceived relationship between the target object and the meaning of the word.
The child relates the word to the function or purpose of the object, rather than
to its physical features.
- Example: The child calls a glass a “cup” because both are used for drinking.
Although glass and cup have different shapes, the child sees that they have the
same function. The child may not fully understand the difference between the
name of the object and its function. They may focus on the purpose of the
object and use the word that is closest to that function.

b. Under extension
Underextension is the opposite of overextension. Children who experience
underextension use words to refer to objects or concepts that are narrower than
their actual meaning. For example, the child only calls their own pet dog a “dog”
and does not call other dogs they meet. This shows that the child has a very
specific and limited understanding of the meaning of the word.
 Underextension can happen because children are just learning to speak and are
still building their vocabulary. They may not yet have many words to describe
different types of objects and concepts. Therefore, they may only use words that
they already know to refer to very specific objects. Underextension can also occur
due to the child’s personal experience. A child who only knows one type of dog
may only use the word “dog” to refer to that type of dog.

 Factors affecting overextension and under extension

Several factors can influence the frequency and type of overextension and
underextension a child exhibits:
a. Vocabulary Size: Children with smaller vocabularies are more likely to
commit overextension or underextension, as they have fewer words to
choose from.
b. Cognitive Development: A child’s ability to categorize and generalize
concepts plays an important role in their understanding of word meaning.
c. Language Input: The amount and quality of language exposure a child
receives can affect their language development and the likelihood of
making these errors.
d. Individual Differences: Children differ in their language learning abilities
and the speed at which they acquire vocabulary and refine their
understanding of word meanings.
7. Significance One Word Stage

The one-word stage, also known as the holophrastic stage, is a crucial phase in
early language development occurring between 12 to 18 months. During this
stage, children begin to use single words to express entire thoughts or needs, such
as saying "milk" to indicate they want milk or "up" to be lifted. This stage marks
the transition from non-verbal to verbal communication, highlighting significant
cognitive and social growth as infants learn to convey complex ideas with limited
vocabulary(Jaelani, 2019). The one-word stage, also known as the holophrastic
stage, is a critical period in early language development where children begin to
use single words to convey complex thoughts and ideas. This stage is significant
for several reasons:

 Transition from Non-verbal to Verbal Communication:

 The one-word stage marks the transition from non-verbal communication (such as
babbling) to verbal expression, showcasing cognitive growth and social
interaction skills.

 Language Acquisition Process:

It is a crucial step in a child's language acquisition process, characterized by the

use of single words to communicate needs and interact with others.

 Vocabulary Development:

During this stage, children learn and use a limited number of words, which are
often nouns and verbs, to express their needs and wants. For example, a child
might say 'milk' to indicate a desire for milk or 'daddy' to refer to their father.

 Pronunciation Development:

Infants in this stage begin to master the pronunciation of vowels and consonants.
They typically start with easy speech sounds like vowels and then move on to
consonants, which are more complex to produce.

 Interpretation Challenges:

The one-word stage can be challenging for adults to interpret accurately because
the child's intention may not always be clear. Infants use body language and
context to convey their meaning, which can sometimes lead to misinterpretation.

 Foundation for Future Language Skills:

This stage lays the foundation for future language skills, as children gradually
move from using single words to combining them into more complex sentences.
The one-word stage is essential for developing the ability to form all the sounds
they can hear and for understanding the semantic relationships between words.
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