Collegium humanum varshava menejment universiteti andijon filiali psixologiya

 3 dan 6-7 yoshgacha bo‘lgan davr.
Tabiatdan berilgan turli xildagi tabiiy
belgilar yoki orttirilgan muloqot vositalarini ixtiyoriy ravishda tanlash va ulardan 
foydalanish. Syujetli-rolli o‗yinlarga jalb qilish asosida paydo bo‗ladigan syujetli-
rolli muloqotning rivojlanishi. 
Maktabga qadam qo‗yishi bilan bolaning aqliy va shaxsiy o‗sish jarayoni 
jadallashadi. Muloqot mazmuni chuqurlashadi va xilma-xillashadi, maqsadlar 
ko‗payib, muloqotchanlik vositalari takomillashadi. 

---

259 
Before you were able to add 2 + 2, you were creating your own original and 
grammatically appropriate sentences. Most of us would have trouble stating our 
language's rules for ordering words to form sentences. Yet as preschoolers, you 
comprehended and spoke with a facility that puts to shame your fellow college 
students now struggling to learn a foreign language.
 
Receptive Language Children's language development moves from simplicity to 
complexity. Infants start without language
 (in fantis
means "not speaking"). Yet by 
4 months of age, babies can discriminate speech sounds (Stager & Werker, 1997). 
They can also read lips: They prefer to look at a face that matches a sound, so we 
know they can recognize that
 ah
comes from wide open lips and
 ee
from a mouth 
with corners pulled back (Kuhl & Meltzoff, 1982). This period marks the 
beginning of the development of babies'
receptive language,
their ability to 
comprehend speech. At seven months and beyond, babies grow in their power to 
do what you and and I find difficult when listening to an unfamiliar language: 
segmenting spoken sounds into individual words. Moreover, their adeptness at this 
task, as judged by their listening patterns, predicts their language abilities at ages 2 
and 5 (Newman et al., 2006).
 
Productive Language Babies'
 productive language,
their ability to produce words, 
matures after their receptive language. Around 4 months of age, babies enter the 
babbling stage, in which they spontaneously utter a variety of sounds, such as
 ah-
goo.
Babbling is not an imitation of adult speech, for it includes sounds from 
various languages, even those not spoken in the household. From this early 
babbling, a listener could not identify an infant as being, say, French, Korean, or 
Ethiopian. Deaf infants who observe their Deaf parents signing begin to babble 
more with their hands (Petitto & Marentette, 1991). Before nurture molds our 
speech, nature enables a wide range of possible sounds. Many of these natural 
babbling sounds are consonant-vowel pairs formed by simply bunching the tongue 
in the front of the mouth
 (da-da, na-na, ta-ta)
or by opening and closing the lips
 
(ma-ma),
both of which babies do naturally for feeding (MacNeilage & Davis, 
2000).
 
By the time infants are about 10 months old, their babbling has changed so that a 
trained ear can identify the language of the household (de Boysson-Bardies et al., 
1989). Sounds and intonations outside that language begin to disappear. Without 
exposure to other languages, babies become functionally deaf to speech sounds 
outside their native language (Pallier et al., 2001). This explains why adults who 
speak only English cannot discriminate certain Japanese sounds within speech, and 
why Japanese adults with no training in English cannot distinguish between the 
English
 r
and
 l. 
Thus,
 la-la-ra-ra
may, to a Japanese-speaking adult, sound like the 
same syllable repeated. A Japanese-speaking person told that the train station is 

---

260