Based on the information from the table provided, from the main lexical categories of words, the child uses nouns more often, utilizing not only monosyllabic but also two-syllable words. This suggests that the objects that are called are most often of an objective nature, and it is easier for the child to remember a specific name than a state. Verbs also often appear in speech, and most are associated with movement, reflecting specific actions, which indicates the child’s active knowledge of the world. Personal statements related to the social aspect are used the least, which may be due to the lack of developed social skills and a poor understanding of the communication process.
Given the aforementioned classification and assessment of the vocabulary, one can note that the child’s speech is developed at the level of the late toddlerhood period and is sufficiently rich to explain ideas and requests. According to De Anda and Friend (2020), by the end of the second year of life, more two-syllable words begin to appear in children’s speech. Based on the data from the table, monosyllabic nouns occupy the largest part of the child’s vocabulary, which allows the girl to be assigned to the presented age group. Particular attention should also be paid to the functional connection between lexical units that the child makes. She uses articles, pronouns, and other determiners in her speech, allowing for a coherent understanding of relationships between objects. As Wojcik (2018) notes, verb-noun parts are typical for toddlers but not infants. This allows for saying that the child has the necessary vocabulary and developed speaking skills typical of her age group.
References
De Anda, S., & Friend, M. (2020). Lexical-semantic development in bilingual toddlers at 18 and 24 months. Frontiers in Psychology, 11, 508363.
Wojcik, E. H. (2018). The development of lexical-semantic networks in infants and toddlers. Child Development Perspectives, 12(1), 34-38.