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Includes an action-focused approach for the first 100 words and strategies to build functional early words like “more,” “again,” and “go.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-to-develop-vocabulary-vocabulary-concept-tree/408708/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-to-develop-vocabulary-vocabulary-concept-tree/408708.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What factors support a child learning their first words?","Question",{"text":63,"@type":64},"A child needs motivation to communicate, opportunity for a real need to communicate, preferences to create desire, and interests about which they want to talk.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should the first 100 words checklist be used with a child?",{"text":68,"@type":64},"Mark words the child uses and understands with two different colours, tick understood words in red and spoken words in blue, counting unclear word/sign as a real word/sign to identify next targets.",{"name":70,"@type":61,"acceptedAnswer":71},"Why are early functional words like “more” and “again” important?",{"text":72,"@type":64},"They have clear purposes and help children learn that using the words produces outcomes, supporting later development of two-word phrases.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},408708,1791489116,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":97,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","7: How to develop vocabulary  \nEYFS Communication and Language Development ELG 03: Speaking  \nAges and stages of understanding and developing vocabulary  \n\n| Age | Understand of and using vocabulary |\n| --- | --- |\n| By 6 months | Babbles for attention. Reduplicated babble e.g.‘dada’. Uses body language.\u003Cbr>Words = 0 |\n| 12 months | Babble that sounds like words. First words closely related to child’s own world and functional needs.\u003Cbr>Words = 1-3 |\n| 18 months | Understands 1 key word e.g. where are your eyes?\u003Cbr>Single words, mainly object names.\u003Cbr>Words = 5-20 |\n| 2 years | Understands 2 key words e.g. give the apple to teddy\u003Cbr>Understands basic action word/signs e.g.‘sleeping’,‘jump’\u003Cbr>Using 2 word phrases e.g.‘want juice’,‘mummy drink’\u003Cbr>Words = 50+ |\n| 2 ½ years | Understands words by function e.g. which one do we eat with?\u003Cbr>Using 3-4 word phrases and simple sentences Words = 200+ |\n| 3 years | Understands 3 key words e.g. give the cup and spoon to teddy\u003Cbr>Using 4-6 word sentences\u003Cbr>Words = 500-1000 |\n| 4 years | Understands 4 key words e.g. put the little brick under the box\u003Cbr>Uses 5-8 word sentences\u003Cbr>Words = 1000-1500 |\n\nKnowles, Masidlover ( 1982) Derbyshire Language Scheme. Cooke, J Williams, D ( 1985) Working with Children’s Language Oxon: Winslow Press  \n7.1: Vocabulary & Concept Tree  \n7.2: Vocabulary and Concept tree explained  \nThe vocabulary and concept tree shows how children learn and develop vocabulary. There is no developmental order to learning vocabulary as it is depends on the child’s experiences, amount of repetition and the child’s interests and motivators.  \nRoots: in order to learn their first words a child needs to have:  \n● Motivation: a reason to communicate  \n● Opportunity: a need to communicate (i.e. not having all their needs anticipated or having everything they want where they can get it themselves)  \n● Preferences: if a child has no preference over one thing or another they won’t have a desire to communicate  \n● Interests: things that they will want to communicate about  \nTrunk: the first words that a child uses are mainly nouns i.e. labels for important items. There will also be some social words, such as ‘hello’ and ‘bye’, and there maybe a few verbs (action words) in the first 50 words. Pivotal phrases: children learn to use a few key words, such as ‘more,‘gone’, in early two word combinations. For example,‘more X’.  \nLarge branches of the tree: as the child’s vocabulary grows they start to put two words together in novel ways to talk about what they are seeing, doing or want.  \nThey start to use a wider range of words including more verbs and descriptive words.  \nSmaller branches of the tree: children are not ready for the introduction of concept vocabulary until the rest of the tree is secure.  \n7.3: FIRST 100 WORDS  \n● Attached is a list of the first 100 words that children develop.  \n● Look through this list and with two different colour pens mark all the words your child uses and understands.  \n● With a red pen tick all the words you think your child understands.  \n● With a blue pen tick all the words your child can say.  \n(If your child says word/signs that are unclear, please count them as real word/signs) .  \n● This gives you an idea of what words your child understands and what word/signs your child uses. It also identifies words that can be worked on next.  \n| NOUNS |  |  |  |  |  | VERBS |  |  | OTHER\u003Cbr>WORDS |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | Baby |  |  | Book |  |  | Brush |  |  | Big |\n|  |  | Daddy |  |  | Box |  |  | Clap |  |  | Dirty |\n|  |  | Man |  |  | Paper |  |  | Cook |  |  | Hot |\n|  |  | Mummy |  |  | Pencil |  |  | Cry |  |  | Wet |\n|  |  |  |  |  |  |  |  | Cut |  |  |  |\n|  |  | Eyes |  |  | Bird |  |  | Drink |  |  | Down |\n|  |  | Feet |  |  | Cat |  |  | Dry |  |  | Up |\n|  |  | Hair |  |  | Dog |  |  | Eat |  |  | In |\n|  |  | Hands |  |  | Flower |  |  | Hit |  |  | On |\n|  |  | Mouth |  |","cbCaitmLLzEnoKtn","https://ap.wps.com/l/cbCaitmLLzEnoKtn","pdf",1546031,24,"English","# Ages and stages of understanding and developing vocabulary\n## Vocabulary & Concept Tree\n## FIRST 100 WORDS\n## How to develop early words","[{\"question\":\"What factors support a child learning their first words?\",\"answer\":\"A child needs motivation to communicate, opportunity for a real need to communicate, preferences to create desire, and interests about which they want to talk.\"},{\"question\":\"How should the first 100 words checklist be used with a child?\",\"answer\":\"Mark words the child uses and understands with two different colours, tick understood words in red and spoken words in blue, counting unclear word/sign as a real word/sign to identify next targets.\"},{\"question\":\"Why are early functional words like “more” and “again” important?\",\"answer\":\"They have clear purposes and help children learn that using the words produces outcomes, supporting later development of two-word phrases.\"}]","How to develop vocabulary - Vocabulary & Concept Tree | PDF",1790580318]