CLA - PHONOLOGICAL DEVELOPMENT:

PRELINGUISTIC FEATURES:
In the first year we see:
*Crying
*Cooing
*Babbling, rhythmic and melodic
*Phonemic expansion and contraction
*Repeated consonant-vowel patterns

AVERAGE AGES:
*AGE 2 1/2 - Can pronounce all vowels and 2/3 of consonants
First consonants mastered tend to be: b d m n h
*AGE 4 - Struggles with a few consonants but confident elsewhere 
Difficulty tends to arise with pronunciation of consonants at the end of words rather than the beginning.
*AGE 6/7 - Confident use of all phonemes.

SIPLIFICATION MECHANISMS:
If the child repetitively struggles with pronunciation then they utilise a variety of techniques to overcome these difficulties and still communicate:
*DELETION - Omitting the final consonant of words - ca(t), bow(l)
*CONSONANT CLUSTER REDUCTIONS - Clusters of consonants are difficult to produce so they are reduced to smaller units - nake for snake, pider for spider
*DELETION OF UNSTRESSED SYLLABLES - Omitting the opening syllable of polysyllabic words - (ba)nana 

*SUBSTITUTION - Substituting another phoneme/sound in to replace another - dere for there, pip for ship
*ADDITION - Extra vowel sound added to the end of the word to create a CV pattern as used in babbling - dog to doggie, pig to piggy
*REDUPLICATION - Repetition of the whole syllable in a word - choochoo
*ASSIMILATION - Changing only one consonant or vowel directly for another - gog for dog

INTONATION:
As the child matures and their linguistic abilities strengthen, they use varied intonation to express further meaning. The motor ability to vary intonation is gained at a young age however understanding of the connotations still develops all the way up to teen years.
* 'my car' vs 'MY car' ---> stress on 'MY' has implied meaning of not wanting to share and strong possession.
*CRUTTENDEN 1974 - Investigated the effect of intonation on children and adult predictions of a football score. Found the adults successfully predicted the winners based on the intonation stressed on the team name over the voice-over but the children (aged 7-11) were significantly less successful than the adults.

AITCHISON:
'It is unlikely that a new born baby or child under one year realise that the sounds that come out of people’s mouths ‘stand for’ things and actions’ - 1987
*Aitchison drew links between a child's semantic and lexical growth:
STAGE 1 / LABELLING - Linking words to objects and understanding that things can be given names.
STAGE 2 / PACKAGING - Exploring where these labels are applicable and stretching these names = over/underextension occurs until confident in meaning.
STAGE 3 / NETWORK BUILDING - Understanding similarities and differences in words and identifying opposites.


ARTICULATION:
*PLACE OF ARTICULATION = the place in the mouth the sound originates

BILABIAL - produced with the two lips
INTERDENTAL - tongues between teeth
ALVEOLAR - produced at alveolar ridge
ALVEIO-PALATAL - starts at alveolar ridge then straight to palate
PALATAL - produced at palate
VELAR - produced at velum/soft palate
GLOTTAL - produced at glottis, upper larynx

*MANNER of articulation = the way the sound is produced

PLOSIVE/STOP - total stoppage of airflow in mouth - voiceless: t, k, p voiced: b, d, g
FRICATIVE - partial use of vocal tract producing audible friction - voiced/voiceless: f, th
AFFRICATIVE - stopping airflow then partial release into a fricative - ch, j
NASAL - stopping airflow in the mouth but allowing it to continue in nasal cavity - n, m
LIQUID - give impression of water flowing - r, l
LATERAL - touching tongue to roof of mouth and letting air pass either side - l
APPROXIMANT - consonant produced without turbulence or blockage of airflow - l, y, w