Language Development in Middle Childhood (page 3)

Middle childhood is also the period in which children improve on the pragma-tics of language, or the social etiquette of language. For example, school-age children become better at maintaining and contributing to a conversation by asking questions and adding information. Between ages 5 and 9, children become better at shading, or changing the topic during a conversation. They do so more gradually and tactfully than younger children. This results from an increasing awareness of the needs of the listener. As children move through middle childhood they become more aware of when they are misunderstood and do a better job of clarifying their meaning by changing or adding words to their sentences (Ninio & Snow, 1996).

Compared to preschool and early elementary schoolchildren, children from 6 to 12 years of age are more effective communicators, use more complex grammatical constructions, and are more aware of their role as a listener and communicator within multiple contexts. Greater diversity among language skills in older children results largely from environmental factors. Children with larger vocabularies, more complex grammar, and social language manners have been shown to come from homes with two parents and parents with higher educational backgrounds and income levels. They also converse with their parents more often and have more positive speech interactions with them (Hoff & Tian, 2005; Weigel, Martin, & Bennett, 2005). The differences in language development influenced by these factors are evident by kindergarten and remain stable through adolescence (Farkas & Beron, 2004).

One’s cultural background has been shown to influence language development as well. In the development of pragmatics, for example, American children often argue with their older siblings and sometimes speak to them with disrespect. In contrast, children from Japan are expected to speak to elders, which includes older siblings, with respect at all times. In Western societies children are expected to speak up and ask questions when they have them. But Mexican American and Southeast Asian communities, as well as some African American communities from the Southeast, teach children to engage in conversation with an adult only when the adult initiates the conversation (Grant & Gomez, 2001). Thus, vocabulary, grammar use, and pragmatics are influenced by the language culture that surrounds the child. Children’s language development will affect their ability to learn in school and converse with others (Craig & Washington, 2004; Gonzalez, 2005).