Writing Notes: Children's Dialogue
Language is extremely complex, yet children already know most of the grammar of their native language(s) before they are 5 years old.
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
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”
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
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
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
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
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
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, 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
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.”
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
Writing Notes: On Children ⚜ Childhood Bilingualism
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