6-36 Aylık Çocuklarda Edim Bilim Gelişimi

Abstract

In linguistics, language acquisition is examined as its development in terms of phonology, phonetics, morphology, semantic knowledge, sentence knowledge, and the performance of the mother tongue. It is an acquisition that begins in the womb, develops in the preschool period and lasts a lifetime. As each person’s inheritance and environmental characteristics are different, this process varies according to the cognitive, biological, emotional and social conditions of the child. The social basis of language acquisition is environmental input, and language development is treated as the child’s maturation in language use by passing through certain stages at certain ages. Children learn the rules of language in their social structure as well as for what purpose they are used. It may be possible for children to acquire their mother tongue and learn how to use that language in various contexts, by living in the culture where that language is used. Language is a means of communication for the child, and children can use language more extensively by socializing with adults who use language better. Social use of language in every culture has some rules such as politeness, speaking in a way that the listener understands, waiting for the order of speech, starting and continuing the conversation, gestures and gestures during the conversation, and these social rules develop in early childhood. It has been observed that there are few studies in our country on how the child developed his / her knowledge of single word, two words and grammar period starting from the pre-language period, and how he / she learned how to use the language. In recent years, it has been found that the majority of studies have been done to analyze the interaction of parents with children in Turkish families and the language directed towards the child by the parents. In this study, as a result of longterm observations, performance assessment of children was requested from 6 months from birth. The processes of learning how to use language have been observed in 11 children between 6-36 months; two of these children have been observed in a home setting, nine of them in a nursery for two and a half years. Observation records have been taken twice a month, with an interval of 15 days. The natural observation method has been applied, the audio and video recordings of the children were taken for 1 hour in the natural environment without any external intervention, the data obtained has been determined by the data obtained in the studies on this subject, and similarities and differences have been tried to be determined.