{"id":733,"date":"2023-08-16T12:50:43","date_gmt":"2023-08-16T19:50:43","guid":{"rendered":"https:\/\/linguamonium.com\/?p=733"},"modified":"2024-04-22T08:58:41","modified_gmt":"2024-04-22T15:58:41","slug":"the-cognitive-linguistic-world-of-a-3-year-old-part-i","status":"publish","type":"post","link":"https:\/\/linguamonium.com\/?p=733","title":{"rendered":"The cognitive linguistic world of a 3-year-old (part I)"},"content":{"rendered":"<p>Ever wondered what goes through the mind of a 3-year-old? To adapt that old <em>eyes are the windows to the soul <\/em>clich\u00e9 \u2013 for me, language is the window to those marvelous little brains.<\/p>\n<p>As mentioned in <a href=\"https:\/\/linguamonium.com\/?p=640\" target=\"_blank\" rel=\"noopener\">this post<\/a>, I have been keeping a journal of my son Ryden\u2019s language development and environment since he was preverbal, starting about 4 months after he was born. Recently, I wanted to choose some fun entries to share on the blog. Of course the list became longer than I\u2019d intended. And of course, although I\u2019d planned to present the examples unadorned, in simple chronological order\u2026 as soon as they lay before me in all their linguistic splendor, patterns starting popping out. My penchant for categorization took over, and I began binning the examples into conceptually-themed buckets.<\/p>\n<p>I\u2019ll be presenting these categories and language samples across three posts. In this first, we see a preschooler learning about his social world, the natural world, the world of language, and navigating the complex space (pun intended) of English prepositions.<\/p>\n<p><em>(Age in the language samples is represented by the formatting convention, used in developmental psychology, of years;months \u2013 e.g. 2;11 means \u201c2 years and 11 months\u201d.)<\/em><\/p>\n<p>&nbsp;<\/p>\n<h3><strong>Social \/ Emotional \/ Pragmatic \/ Interactional understanding<\/strong><\/h3>\n<p>This category contains examples of Ryden\u2019s development in navigating social interactions, his emotions, and his pragmatic (contextual) understanding of conversation.<\/p>\n<p>A little more specifically, he\u2019s learning about politeness, power dynamics, manipulation through dishonesty or threats, and other social conventions\/expectations. He\u2019s interpreting idioms literally (the \u201cdried cranberry\u201d example). And he\u2019s starting to think about the knowledge, or lack of knowledge, that other people may have (the \u201cshapes\u201d example).<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{3;0} \u201cThe pee makes me good?\u201d (after successful peeing on the potty)<\/li>\n<li>{3;0} \u201cGood job, mommy!\u201d (after I\u2019d found a puzzle piece he\u2019d been looking for)<\/li>\n<li>{3;1} (The last few days he\u2019s started intentionally lying \/ trying to deceive us\u2026 no idea it would start so early!)\n<ul>\n<li>R: (To Asher [his dad]) \u201cMommy said I can watch colors trucks<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a>\u201d<\/li>\n<li>A: \u201cAre you sure mommy said that? I\u2019m gonna go ask her\u201d<\/li>\n<li>R: \u201cNo, you can\u2019t ask hoir (= <em>her<\/em>). Imma go ask hoir.\u201d (Leaves Asher\u2019s office, but doesn\u2019t come to me, goes back in his office)<\/li>\n<li>R: \u201cI asked hoir, I can watch colors trucks\u201d<\/li>\n<\/ul>\n<\/li>\n<li>{3;1} (A dried cranberry fell to ground in school parking lot after we got out of car)\n<ul>\n<li>Me: \u201cThat\u2019s dirty now, Ryden, don\u2019t even think about it\u201d<\/li>\n<li>R: \u201cI\u2019m thinking about it\u201d (while staring intently at cranberry but not moving to pick it up)<\/li>\n<\/ul>\n<\/li>\n<li>{3;4} \u201cIf you talk to me, then I\u2019m gonna yell. So don\u2019t talk to me!\u201d<\/li>\n<li>{3;4} \u201cThank you for dinnoir (= <em>dinner<\/em>), daddy. Thank you for cooking, daddy. Thank you for getting food at the store.\u201d (At the end of dinner)<\/li>\n<li>{3;5} (To Asher, who was carrying him from swim class) \u201cYou need to go to the store and borrow a toy to keep me happy\u201d<\/li>\n<li>{3;6} (Asher was cutting up pieces of parchment paper to freeze the black bean burgers.)\n<ul>\n<li>R: \u201cAre you cutting squares?\u201d<\/li>\n<li>A: \u201cYes\u201d<\/li>\n<li>R: \u201cI wanna see\u201d<\/li>\n<li>(A showed him one of the pieces of parchment)<\/li>\n<li>R: \u201cThat\u2019s not a square, that\u2019s a rectangle. You don\u2019t know your shapes?\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><strong>Prepositional mistakes<\/strong><\/h3>\n<p>English prepositions are notoriously tricky for non-native English speakers to learn. Unsurprisingly, they\u2019re also tricky for very young speakers acquiring English as their native language.<\/p>\n<p>A preposition can be generally defined as a word used before a noun\/pronoun\/noun phrase to relate that object grammatically or semantically to another part of the sentence. These relationships are usually <strong>spatial<\/strong> or <strong>temporal<\/strong> (e.g. indicating <strong>direction<\/strong>, <strong>location<\/strong>, or <strong>time<\/strong>), or metaphorical extensions of these. Prepositions are only one option among several for instantiating spatial and temporal relations \u2013 other languages (like Turkish and Japanese) use <a href=\"https:\/\/en.wikipedia.org\/wiki\/Preposition_and_postposition\" target=\"_blank\" rel=\"noopener\"><strong>postpositions<\/strong><\/a>, and <a href=\"https:\/\/en.wikipedia.org\/wiki\/Polysynthetic_language\" target=\"_blank\" rel=\"noopener\"><strong>polysynthetic languages<\/strong><\/a> (like Mohawk and Yupik) use <a href=\"https:\/\/www.grammarly.com\/blog\/morphology\/\" target=\"_blank\" rel=\"noopener\"><strong>bound morphemes<\/strong><\/a>.<\/p>\n<p>Prepositions form part of the \u201cfunctional\u201d or \u201cclosed class\u201d component of language \u2013 like pronouns and conjunctions, they are grammatical building blocks, changing far less frequently than \u201copen class\u201d parts of speech like nouns, verbs, and adjectives.<\/p>\n<p>The most common English prepositions are <em>at<\/em>, <em>by<\/em>, <em>for<\/em>, <em>from<\/em>, <em>in<\/em>, <em>of<\/em>, <em>on<\/em>, <em>to<\/em>, and <em>with<\/em>.<\/p>\n<p>If I had to guess why prepositions prove so challenging to young English speakers, I\u2019d posit at least the following reasons:<\/p>\n<ol>\n<li><strong>Polysemy. <\/strong>Each preposition has many different meanings. Often a basic spatial meaning gets extended to non-spatial senses via metaphor or other processes.<\/li>\n<li><strong>The complexity of our cognitive representations of space and time. <\/strong>This merits its own long blog post.<\/li>\n<li><strong>Phonetic de-stressing of preposition words. <\/strong>It\u2019s easy for young learners to miss prepositions in caregivers\u2019 speech because these tiny words are phonetically unstressed (said more quickly, less enunciated, etc.)<\/li>\n<\/ol>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{3;1} \u201cIt\u2019s scawed <strong>fwom<\/strong> (= <em>from<\/em>) you. It\u2019s scawed <strong>fwom<\/strong> me.\u201d (Talking about a blueberry he found hidden in his cereal)\n<ul>\n<li>Note: <em>from <\/em>should be <em>of<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;2} \u201cWrap me up <strong>to<\/strong> a baby package and send me to daddy\u201d (in towel right after bath, as per our custom)\n<ul>\n<li>Note: <em>to <\/em>should be <em>in<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;3} \u201cI was hiding <strong>for<\/strong> you. I was hiding <strong>from<\/strong> you. I was hiding <strong>for<\/strong> you.\u201d (Seems like he was trying to figure out which preposition was right)\n<ul>\n<li>Note: <em>for <\/em>should be <em>from<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;5} \u201cCan you show that picture <strong>for<\/strong> daddy?\u201d\n<ul>\n<li>Note: <em>for <\/em>should be <em>to<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><strong>Metalinguistic references<\/strong><\/h3>\n<p>Metalinguistic references demonstrate Ryden\u2019s growing awareness of language as a phenomenon in its own right. He explicitly mentions the word <em>word(s)<\/em> and uses verbs dealing with speech or writing (<em>say<\/em>, <em>spell<\/em>). He\u2019s started to understand that there are languages besides English (e.g. French, his second language). And he\u2019s learned the letters of the alphabet, which he sees recruited to spell words in books and other written materials. I love this category for its loopy-ness \u2013 we <em>use <\/em>language to communicate about and understand language itself.<strong>\u00a0<\/strong><\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{2;10} \u201cI don\u2019t\u2026 I don\u2019t know the woid (= <em>word<\/em>).\u201d (First metalinguistic reference I\u2019ve heard)<\/li>\n<li>{2;11} \u201cWhat\u2019s that woid? What\u2019s that woid?\u201d (Started asking this and pointing to various things around his room after I\u2019d said something in French, he wanted the French word for each thing)<\/li>\n<li>{2;11} \u201cNo don\u2019t say dat. Don\u2019t say\u2026 anysing (= <em>anything<\/em>) to me.\u201d (Talking to me in the car, don\u2019t remember what I said to him)<\/li>\n<li>{2;11} \u201cWhat does that spell?\u201d (Pointing at \u2018BevMo\u2019 store sign)<\/li>\n<li>{3;3} \u201c\u2019Fucking god\u2019 is a bad woid?\u201d (Kept asking this at dinner\u2026 he totally knew he\u2019d found a loophole in not being able to say it, by saying it from within that question\u2026 !)\n<ul>\n<li>(I&#8217;d mistakenly sworn this once or twice in front of him a few weeks earlier, and of course he&#8217;d copied me. I&#8217;d explained, \u201cdon\u2019t say that, they\u2019re bad words. Mommy shouldn\u2019t have said them either\u201d.)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;3} Asher said Ryden knew all the letters in \u201cmosquito\u201d (in the book they were reading) except the \u2018q\u2019!<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><strong>Understanding of the natural world<\/strong><\/h3>\n<p>It is thrilling to watch a young child\u2019s understanding of their world expand each day. Some concepts are very concrete and tangible \u2013 things like dirt, cold or hot temperatures, shape, and light or dark can be felt, touched, seen directly. Other concepts are more abstract \u2013 times of the day (morning\/evening), microscopic things like germs, macroscopic things like planets moving in space. Regardless, kids soak it all up.<\/p>\n<p>Right around his third birthday, Ryden became very interested in the solar system (am I right to claim that most little boys, at least in American culture, go through a space phase?!). Books and videos have contributed substantially to his conceptualizations of the (obviously pretty abstract) astronomical world. I imagine if he were not being raised in a literate and media-soaked society, his knowledge around this topic would be quite different.<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{2;11} \u201cMorning is on the other side of the street.\u201d (Looking out living room windows in the morning, he was talking about seeing the sun shining there)<\/li>\n<li>{3;3} Can list all 8 planets, without even looking at pictures of them. Rattles them off in order of distance from the sun.<\/li>\n<li>{3;3} \u201cThere\u2019s joims (= <em>germs<\/em>) everywhere outside. But we can\u2019t see them, cuz\u2026 They\u2019re very very small. They go\u2026 HEY HO in the teeth\u201d<\/li>\n<li>{3;3} (On our walk, it\u2019s dark and Ryden\u2019s looking up at sky.) \u201cThere\u2019s the moon. It\u2019s a crescent moon. The rest is there but we can\u2019t see it. The sun\u2019s shining on part of it.\u201d\n<ul>\n<li>(We\u2019ve been reading and talking a lot lately about the moon phases etc. because he\u2019s super into it. Even so, this very accurate observation \/ retelling of what he\u2019d learned surprised me!)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;4} (On our afternoon walk, he was looking around.) \u201cThe oithe (= <em>earth<\/em>) is the only one! The only one that has Wyden (= <em>Ryden<\/em>), and mommy, and daddy, and houses, and cars, and trees. Not Jupitoir (= <em>Jupiter<\/em>).\u201d<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p style=\"padding-left: 280px;\">* * * * * * * * * * * * * * *<\/p>\n<p>&nbsp;<\/p>\n<p>Alright, I\u2019m sure that\u2019s quite enough to chew on for now! In parts two and three, you\u2019ll see some English-French <a href=\"https:\/\/en.wikipedia.org\/wiki\/Code-switching\" target=\"_blank\" rel=\"noopener\"><strong>code-switching<\/strong><\/a>, cute phonetic\/morphological\/lexical errors, and the beginnings of verbal pretend-play.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> \u201cColors trucks\u201d is what he calls YouTube on the iPad, since the videos he loves to watch most are of colorful vehicles, toy cars driving into colored slime, etc. YouTube is a weird place.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ever wondered what goes through the mind of a 3-year-old? To adapt that old eyes are the windows to the soul clich\u00e9 \u2013 for me, language is the window to those marvelous little brains. As mentioned in this post, I have been keeping a journal of my son Ryden\u2019s language development and environment since he&#8230;<\/p>\n","protected":false},"author":1,"featured_media":734,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_newsletter_tier_id":0,"footnotes":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false}}},"categories":[15],"tags":[230,226,228,229],"class_list":["post-733","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-language-acquisition","tag-child-development","tag-child-language-acquisition","tag-cognition","tag-learning"],"jetpack_publicize_connections":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The cognitive linguistic world of a 3-year-old (part I) - Linguamonium<\/title>\n<meta name=\"description\" content=\"Part I of child language acquisition series. 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