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It is easy to see the changes from year to year and even from month to month. Older students' expanding knowledge of uncommon prefixes and suffixes help them create and understand new words. In addition to receiving direct instruction from teachers, reading books, and consulting dictionaries, older students learn the meaning of new and complex words by analyzing their components in a method called morphologic analysis. A major challenge for school-age children is to master and continue to master abstract, complex, scientific, and academic vocabulary. For example, preschool children can correctly produce such words as 'cold' and 'sweet' to describe physical effects of temperature and taste, but only during the school years do they learn the more abstract or metaphoric meaning of those terms. Older children not only learn new, complex, and academic words but also begin to understand the multiple meanings of words they already have learned as preschoolers. On the other hand, school-age children learn new vocabulary and newer sentence forms from their own reading, direct instruction from teachers, and peer interactions outside the home. This may be described as incidental learning under natural social conditions. Preschool children learn their early language skills from the speech they hear from family members and from stories that are read to them. The conditions of language learning change as children grow older. Preschool children and school-age children learn different aspects of language. Later language learning refers to language learning in older children, including adolescents. It is difficult to see the changes in short time spans, and differences become obviously only when the language skills of children who are widely apart in their age are compared. On the other hand, language advancement in older children is more gradual, proceeding at a much slower rate. Language skills of a child may change significantly from 26 months to 30 months. In its simper forms, which often are nonverbal, social communication may be found early in life. Generally, younger children's language learning is relatively fast. The process of language learning in older children contrasts with that found in younger children in several ways. Most early researchers studied early language learning by younger children in the age 0 to 5 or 6 years. Later language learning refers to language in older children, including adolescents. In essence, the kinds of differences adults show in their use of language also are seen in children. Depending on the individual child, speech may be characteristically brief or elaborate. Compared to other children, some talk more readily, talk more, or talk more often. A few children persist with single words longer than other children, who quickly begin to combine words into sentences. Within normal limits, some children are slower than others are. Each child has a characteristic pattern of language learning, which may be different from those of other children. Through practice, children quickly learn that speech is a powerful tool to regulate and control events and people. These varied effects a child's speech produces on others are called functions of language in the pragmatic analysis of child language. Nonverbal behaviors and verbal sounds are used to produce different kinds of effects on others. By 3 weeks of age, the infant begins to show sings of social smile.
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