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In subsequent stages of language learning, the child begins to produce other sentence forms, including the negative sentences and questions. Before he or she can produce a complete negative sentence, the child negates something by saying a single word 'No!'. Although most of these negative forms are mastered during the preschool years, more complex forms are not mastered by the time a child enters grade school. The articles, auxiliaries, copulas, present progressive, prepositions, and regular past tense morphemes, among others, makes it possible for the child to produce a variety of sentences. The articles, auxiliaries, copulas, present progressive, prepositions, and regular past tense morphemes, among others makes it possible for the child to produce a variety of sentences. The bound morpheme inflects main verbs, but a preposition does not inflect another words. It cannot be broken down into a smaller element without destroying its meaning. For example, the word 'cat' in its singular form is a single morpheme and its isolated production can be meaningful. The bound morpheme inflects main verbs, but a preposition or does not inflect another word. Children continue to learn new and more advanced sentence forms throughout the early school years. However, many complex or unusual forms of sentences may not be fully mastered by the age of 6 or 7 years. They also have begun to understand and produce more complex forms of sentences. By the time they enter the first grade, most children have mastered the major grammatical morphemes and sentence structures. The first questions of young children do not contain the auxiliary. Although most of these negative forms are mastered during the preschool years, more complex forms are mastered by the time a child enters grade school. Linguistically, negative sentences involve a semantic notion called negation. The situation in which an utterance is produced usually provides a clue to the meaning. The articles, auxiliaries, copulas, present progressive prepositions, and regular past tense morphemes, among others makes it possible for the child to produce a variety of sentences. Therefore, a child who produces auxiliaries correctly is already using simple sentence forms. The grammatical morphemes learned later are used in more complex utterances. As the child masters more complex grammatical morphemes, including articles, copulas, and auxiliary verbs, the child's utterances become longer and more complex. Generally, the grammatical morphemes learned earlier are grammatically and semantically simpler than are those learned later. These rules specify the ways and order in which words may be combined to form sentences in a particular language. If parents adopt different strategies to teach language skills to children, the known sequences of language acquisition may be different. Subsequent research has shown that the order can be changed by explicitly teaching more advanced grammatical features to young children and that parents normally implicitly teach language to their children in various ways. According to Brown's analysis, the children acquired the grammatical morphemes in roughly the same sequence. Two children exhibiting the same mean length of utterance are at the same level of language acquisition. Mean Length of Utterance is widely used to measure language learning and language behaviors in children. The mean length of utterance is the average length of a child's multiple utterance, and its length is measured in terms of bound and free morphemes. In measuring the changes in language produced by the children, Brown used a concept called the mean length of utterance. As children acquire various grammatical features of language, their speech becomes less telegraphic.
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