age of acquisiton of irregular past tense verbs

Regular Past Tense – learns to put –ed on the end of verbs to represent that something has happened earlier. “What are you doing?” “ I am happy” Adult: “Who wants a lolly? Child: Me! “That’s mine” Progressive –ing – adds –ing to the end of verbs (e.g. “I would like a piece of fruit please” or “I would like the blue lolly please”) 1 dog, 2 dog s)Īrticles – learns to use the words ‘a’ and ‘the’ (e.g. Regular Plurals – adds a ‘s’ to the end of words to represent more than one (e.g. Will ask questions to clarify information.Uses appropriate grammar in their speech and written work.Can listen for a sustained period of time (e.g.Able to make predictions, justify decisions, provide solutions and give explanations.Other: same different season time of dayĬan understand the difference between reality and fantasy Develops written language skills and ability to write descriptive paragraphs.form, colour, use or composition-what it is made of)Īt a higher level to make jokes, tease, engage in sarcasm, argue point of view,Įxplain complex situations, talk about movies or past events in detail Can classify objects according to more specific traits (e.g.May have difficulties expressing thoughts and ideas verbally and in written form.May have difficulties following routines.May have difficulties following instructions at home, school.May have poor attention and concentration.

Time: yesterday, tomorrow, morning, afternoon, later.Uses imaginative language in play – likes to pretend and act out stories.May have difficulties following instructions at home, kindergarten.Other: same different (size) different (function).Position: in front in a line corner middle.Size: short (length) short (height) tall fat.Position: middle around away from between through next to/beside last.The boy was crying because he fell over and hurt his knee”Īdverb –ly – e.g. “I was running” and “They were running”Ĭonnector ‘because‘ –e.g. “The monkey is eating a banana” vs “The monkeys are eating the bananas”) “It is his/hers/theirs“Ĭomparative –er and Superlative -est: e.g. Can sort objects into simple categories (e.g.Can generally understand colour and shape words (e.g.Follows the meaning of others’ conversations.Word finding difficulties causing disfluent speech.May have difficulties responding appropriately to questions.May have difficulties expressing wants, needs, thoughts and ideas.May have difficulties following instructions at home, child care, kindergarten.May have difficulties socialising with peers.Other:hard slow light (weight) many colours.“He want s the ball” “It eat s grass” “She read s books”Ĭontracted Negative – e.g. “I want a banana and an apple”ģ rd Person Singular – e.g. “ He is running” or “ She is drinking”.Ĭonnector ‘and’ – e.g. Tells you the function or use of an objectĪuxiliary ‘is’ – e.g.Understands longer, more complex sentences.May have difficulties being understood by unfamiliar peopleĮxpressing wants, needs, thoughts and ideas.May have difficulties being understood by peers.May have difficulties following instructions.May have difficulties socialising with peers and joint attention.Position: on off in out up down under top open shut.Minimum of 2-3 words in a sentence (e.g.May struggle to copy and learn from others due to poor understanding and attention.Can understand one key word in a sentence (e.g.May affect muscle tone in the face as babbling helps to strengthen the muscles.May have difficulties socialising with parents and joint attention.

Recognises facial expressions and tones of voice.Possible implications if milestones not achieved If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736). Review the skills demonstrated by the child up to their current age.

* See the Appendix beneath for explanation of terms. Note: Each stage of development assumes that the preceding stages have been successfully achieved.

Expressive language (using language): The use of language through speech, sign or alternative forms of communication to communicate wants, needs, thoughts and ideas.

Receptive language (understanding): Comprehension of language.

Age of acquisiton of irregular past tense verbs