18.2: Language Development in the School-Age Child
- Page ID
- 225549
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Describe the key features of vocabulary development during middle childhood.
- Identify how pragmatic language use evolves in middle childhood and why it is important for peer relationships.
- Define metalinguistic awareness.
- Describe the role of metalinguistic awareness in literacy development.
- Discuss the connection between language development and executive functioning in school-aged children.
Vocabulary Development and Lexical Organization
Vocabulary expands rapidly during middle childhood, with children learning as many as 20 new words each day, largely through reading and academic exposure (Biemiller, 2005). By the fifth grade, a child's vocabulary has expanded to approximately 40,000 words. It grows at a rate that exceeds that of those in early childhood. This language explosion, however, differs from that of younger children because it is facilitated by the ability to associate new words with those already known, and because semantic networks become more refined, making it easier to retrieve and use vocabulary appropriately across various contexts.
Children in this age group also develop a better understanding of multiple meanings of words (e.g., "bat" as an animal and a sports object) and begin to appreciate figurative language, such as metaphors, idioms, and humor. These skills are essential for nuanced communication and literacy development.
Discourse Skills
Discourse refers to the ability to construct coherent, extended communication, whether through storytelling, explaining, or conversation. During middle childhood, children become significantly more skilled at organizing their thoughts in logical and structured ways. They improve in their use of cohesive devices such as conjunctions ("because," "although"), pronouns that clearly link to prior ideas, and narrative techniques like setting the scene and including relevant details (Nippold, 2007).
Storytelling becomes more elaborate, with children integrating plot, characters, conflict, and resolution. They also learn to take the listener’s perspective into account, which reflects growth in both cognitive and social development. This ability to engage in connected, audience-sensitive discourse supports academic performance, particularly in reading and writing.
Pragmatics and Conversational Skills
Children refine their pragmatic language skills—how language is used in social contexts—during this period. They learn to interpret social cues, understand indirect requests (e.g., "Can you open the window?" as a request rather than a question), and adjust their language style according to the listener (e.g., speaking more formally to a teacher than to a friend). These developments support successful peer interactions and are closely tied to advances in theory of mind.
Figure \(\PageIndex{1}\). Whispering to share private information is an example of pragmatics in social conversations- that some information is not intended for all individuals. Image by ChrisGoldNY is licensed CC BY-NC 2.0.
Metalinguistic Awareness
A hallmark of language development in middle childhood is metalinguistic awareness—the ability to think about and reflect on language itself. Children become more aware that words are symbols that can be manipulated and analyzed. For example, they begin to understand and play with puns, recognize grammatical errors, and distinguish between literal and intended meanings.
Metalinguistic skills are particularly important for learning to read and write effectively. Children with strong metalinguistic awareness are better at recognizing when they misunderstand something, checking their comprehension, and correcting language errors (Gombert, 1992). This contributes to overall academic success and supports the development of effective learning strategies.
Language and Executive Function
Language and executive function skills are deeply intertwined in middle childhood. As children gain better control over attention, inhibition, and working memory, they become more capable of self-regulating their language production. This means they can pause to organize their thoughts, revise what they say mid-sentence, and use internal language (private speech) to guide their thinking and behavior—skills that are especially useful in problem-solving and learning environments (Vygotsky, 1986; Zelazo & Carlson, 2012).
References, Contributors and Attributions
Biemiller, A. (2005). Vocabulary development and instruction: A prerequisite for school learning. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 28–40). Lawrence Erlbaum Associates.
Gombert, J. E. (1992). Metalinguistic development. University of Chicago Press.
Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults (3rd ed.). Pro-Ed.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). MIT Press. (Original work published 1934)
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x