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Language is extremely complex, yet children already know most of the grammar of their native language(s) before they are 5 years old.

BABBLING

Babbling begins at about 6 months and is considered the earliest stage of language acquisition

By 1 year babbles are composed only of the phonemes used in the language(s) they hear

Deaf babies babble with their hands like hearing babies babble using sounds

FIRST WORDS

After the age of one, children figure out that sounds are related to meanings and start to produce their first words

Usually children go through a holophrastic stage, where their one-word utterances may convey more meaning

Example: "Up" is used to indicate something in the sky or to mean “pick me up”

Most common first words (among the first 10 words uttered in many languages): “mommy,” “daddy,” “woof woof,” “no,” “bye,” “hi,” “yes,” “vroom,” “ball” and “banana”

WORD MEANINGS

When learning words, children often overextend a word’s meaning

Example: Using the word dog to refer to any furry, four-legged animal (overextensions tend to be based on shape, size, or texture, but never color)

They may also underextend a word’s meaning

Example: Using the word dog to refer only to the family pet, as if dog were a proper noun

The Whole Object Principle: When a child learns a new word, (s)he is likely to interpret the word to refer to a whole object rather than one of its parts

SYNTAX

At about two years of age, children start to put words together to form two-word utterances

The intonation contour extends over the two words as a unit, and the two-word utterances can convey a range of meanings:

Example: "mommy sock" = subject + object or possessive

NOTE: Chronological age is NOT a good measure of linguistic development due to individual differences, so instead linguists use the child’s mean length of utterance (MLU) to measure development

The telegraphic stage describes a phase when children tend to omit function morphemes such as articles, subject pronouns, auxiliaries, and verbal inflection

Examples: "He play little tune" or "Andrew want that"

Between 2;6 and 3;6 a language explosion occurs and children undergo rapid development

By the age of 3, most children consistently use function morphemes and can produce complex syntactic structures:

Examples: "He was stuck and I got him out" / "It’s too early for us to eat"

After 3;6 children can produce wh-questions, and relative pronouns

Sometime after 4;0 children have acquired most of the adult syntactic competence

PRAGMATICS

Deixis: Children often have problems with the shifting reference of pronouns

Children may refer to themselves as "you"

Problems with the context-dependent nature of deictic words: Children often assume the hearer knows who s/he is talking about

AUXILIARIES

In the telegraphic stage, children often omit auxiliaries from their speech but can form questions (with rising intonation) and negative sentences

Examples: "I ride train?" / "I not like this book"

As children acquire auxiliaries in questions and negative sentences, they generally use them correctly

SIGNED LANGUAGES

Deaf babies acquire sign language in the same way that hearing babies acquire spoken language: babbling, holophrastic stage, telegraphic stage

When deaf babies are not exposed to sign language, they will create their own signs, complete with systematic rules

IMITATION, REINFORCEMENT, ANALOGY

Children do imitate the speech heard around them to a certain extent, but language acquisition goes beyond imitation

Children produce utterances that they never hear from adults around them, such as "holded" or "tooths"

Children cannot imitate adults fully while acquiring grammar

Example:

Adult: "Where can I put them?" Child: "Where I can put them?"

Children who develop the ability to speak later in their childhood can understand the language spoken around them even if they cannot imitate it

NOTE: Children May Resist Correction

Example: Cazden (1972) (observation attributed to Jean Berko Gleason) – My teacher holded the baby rabbits and we patted them. – Did you say your teacher held the baby rabbits? – Yes. – What did you say she did? – She holded the baby rabbits and we patted them. – Did you say she held them tightly? – No, she holded them loosely.

Another theory asserts that children hear a sentence and then use it as a model to form other sentences by analogy

But while analogy may work in some situations, but certainly not in all situations:

– I painted a red barn. – I painted a barn red. – I saw a red barn. – I saw a barn red.

Children never make mistakes of this kind based on analogy which shows that they understand structure dependency at a very young age

BIRTH ORDER

Children’s birth order may affect their speech.

Firstborns often speak earlier than later-born children, most likely because they get more one-on-one attention from parents.

They favor different words than their siblings. 

Whereas firstborns gabble on about animals and favorite colors, the rest of the pack cut to the chase with “brother,” “sister,” “hate” and such treats as “candy,” “popsicles” and “donuts.” 

The social dynamics of siblings, it would appear, prime their vocabularies for a reality different than the firstborns’ idyllic world of sheep, owls, the green of the earth and the blue of the sky.

MOTHER'S LEVEL OF EDUCATION

Children may adopt vocabulary quite differently depending on their mother’s level of education.

In American English, among the words disproportionately favored by the children of mothers who have not completed secondary education are: “so,” “walker,” “gum,” “candy,” “each,” “could,” “wish,” “but,” “penny” and “be” (ordered starting with the highest frequency).

The words favored by the children of mothers in the “college and above” category are: “sheep,” “giraffe,” “cockadoodledoo,” “quack quack,” the babysitter’s name, “gentle,” “owl,” “zebra,” “play dough” and “mittens.” 

BOYS / GIRLS

One area of remarkable consistency across language groups is the degree to which the language of children is gendered.

The words more likely to be used by American girls than by boys are: “dress,” “vagina,” “tights,” “doll,” “necklace,” “pretty,” “underpants,” “purse,” “girl” and “sweater.”

Whereas those favored by boys are “penis,” “vroom,” “tractor,” “truck,” “hammer,” “bat,” “dump,” “firetruck,” “police” and “motorcycle.”

Tips for Writing Children's Dialogue (compiled from various sources cited below):

Milestones - The dialogue you write should be consistent with the child's developmental milestones for their age. Of course, other factors should be considered such as if the child has any speech or intellectual difficulties. Also note that developmental milestones are not set in stone and each child is unique in their own way.

Too "Cutesy" - If your child characters are going to be cute, they must be cute naturally through the force of their personality, not because the entire purpose of their existence is to be adorable.

Too Wise - It’s true kids have the benefit of seeing some situations a little more objectively than adults. But when they start calmly and unwittingly spouting all the answers, the results often seem more clichéd and convenient than impressive or ironic.

Unintelligent - Don’t confuse a child’s lack of experience with lack of intelligence. 

Baby Talk - Don’t make a habit of letting them misuse words. Children are more intelligent than most people think.

Unique Individuals - Adults often tend to lump all children into a single category: cute, small, loud, and occasionally annoying. Look beyond the stereotype.

Personal Goals - The single ingredient that transforms someone from a static character to a dynamic character is a goal. It can be easy to forget kids also have goals. Kids are arguably even more defined by their goals than are adults. Kids want something every waking minute. Their entire existence is wrapped up in wanting something and figuring out how to get it.

Don't Forget your Character IS a Child - Most of the pitfalls in how to write child characters have to do with making them too simplistic and childish. But don’t fall into the opposite trap either: don’t create child characters who are essentially adults in little bodies.

Your Personal Observation - To write dialogue that truly sounds like it could come from a child, start by being an attentive listener. Spend time around children and observe how they interact with their peers and adults. You can also study other pieces of media that show/write about children's behaviour (e.g., documentaries, films, TV shows, even other written works like novels and scripts).

Context - The context in which children speak is crucial to creating realistic dialogue. Consider their environment, who they're speaking to, and what's happening around them. Dialogue can change drastically depending on whether a child is talking to a friend, a parent, or a teacher. Additionally, children's language can be influenced by their cultural background, family dynamics, and personal experiences. Make sure the context informs the dialogue, lending credibility to your characters' voices.

Sources and other related articles: 1 2 3 4 5 6 7 8 9 10

Point Defiance Steps

Mates

Rising Tides

-"What the hell why are they so picky??? That's like for kids. That's like something my DAD would-- wait i don't have a dad-- that's like something my MOM would do"

-"BRO WHY ARE YOU CUSSING ME OUT IN SPANISH???" for some reason shouted so loudly that customers still in line all start laughing

-i open the restaurant and notice the kitchen is still kind of dirty and try to glean who closed last night, and i overhear two of the boys talking about yesterdaay

me: "so, you helped in the kitchen last night?"

IMMEDIATELY: "IT WASNT ME I JUST DID THE FRYERS LAST NIGHT"

I did. I have never seen the attic so I go check it out and there's already like three of them up there

me: the fuck are you guys doing???

me: WHAT'S IN THE SINK.

Clerk 2: We're trying to clean the sink

me: Which cleaners did you MIX

Clerk 3: All of it

me: DRAIN IT.

[one brief emergency explanation about never mixing cleaners and what mustard gas is]

Clerk 1: oh yeah didn't they use that during like world war two

Me: yeah man it's like, a war crime now. It's just such a horrible way to die that we can't use it anymore

Clerk 2: wait fr???

Clerk 3: ohh. What about opium?

Me: ...what?

Clerk 3: like the opium war.

Me:

They keep moving shit to inconvenient locations and I hate it and keep having to move shit back, then once on my day off they decided to call in help and move my Entire Fucking Kitchen around and I was real fucking pressed about it for like the rest of the week (put off opening the next morning to move all the big ass machines and fryers back my damned self to establish territory or whatever)

A week later one of the really sweet girls who helps me in the kitchen goes "hey I have a confession. me and (other kid) were there while they were moving your kitchen and we knew you'd hate it. I was going to say something"

"Oh no worries, it's not really your responsibility to go between us like that"

"no no, I was going to tell her to at least ask you about it first but then I was like 'hmmm....let's see how this plays out'. for the drama."

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I’m so glad you asked! Let me list off what I’ve got for you:

Books I personally recommend:

- The New Topping Book and The New Bottoming Book, by Dossie Easton and Janet W. Hardy

If you’re having kinky sex at all, you need to read at least one of these two books. Point blank. They’ll teach you the very basics of negotiating properly (which is critical!), and help you identify what you are and aren’t into.

- Mindfucking Mindfully, by Sir Ezra Where this book really shines isn’t actually in helping you “mindfuck” people, it’s in taking a close look at how to do so ethically. It’s a great answer to the question “how do I get someone to consent to something and still surprise and shock them with it?”

- Real Service by Raven Kaldera and Joshua Tenpenny This is a slightly niche pick but there simply isn’t a better book on the subject. It’s written from a 24/7 M/s perspective, which is not what I do, but the book itself is an indispensable guide to giving and receiving service. The phrase “if the Master doesn’t want it, it isn’t service” will be burned into my psyche for quite some time. I love this book a lot. Maybe my favorite out of all of these.

- Enough To Make You Blush: Exploring Erotic Humiliation, by Princess Kali This one’s high on my reading list; I’ve heard it recommended by a number of people whose opinions on these things I trust.

- Pretty Much Anything Midori Has Ever Done Midori is a great resource for this stuff - I haven’t personally read much of her work, but she’s a well known sex educator and great at what she does. She’s known for bondage, but has a lot of range beyond that.

- This Negotiations Worksheet from Bex Talks Sex This is what I default to using a lot of the time for negotiations. Forget BDSMtest, you don’t need that, it’s no good. Just look through this worksheet’s wordbank with your partner. Big fan especially of the “how do you want to feel?” section.

Books I can kind of recommend:

- The Ultimate Guide to Kink, edited by Tristan Taormino This book is weird. There’s a lot of good info for experienced players, but some of what’s written here skeeves me out. I think if I had a top that thought the way some of the tops in here think, they would not be topping me for long. But there’s some good techniques and so on to pick up that I wouldn’t have otherwise. I liked the distinction one of the authors makes between being sadistic in the sense of inflicting pain and being sadistic in the sense of doing something your sub doesn’t “enjoy.”

- The Ritual of Dominance and Submission, by David English Man, this book fucking sucks. The writing and editing are garbage, and the fear and protocol play described need way more careful negotiation than he ever lets on, let alone recommends. This is some 50 Shades bullshit. The only time I recommend this book is to tops like me who tend to be very affirming to their partners and need a guide on how to really scare them - when their partner consents and when you negotiate it, which this book sucks at teaching you. Really good content on fear, punishment, and protocol play, really terrible presentation of the topic though. Don’t read this if you don’t already know what you’re doing.

- Paradigms of Power, by Raven Kaldera I love this book. Great book. Very focused on 24/7 M/s play though, and, being an anthology, some chapters are better than others. If you can’t read something and pick out what is and isn’t for you, don’t bother. But some really great inspiration, and generally pretty well written. Big fan of the discussion of leather throughout the book.