The proper placement of the teeth, tongue, lips, and jaw when pronouncing speech.

Communicative turns.

Vygotsky’s theory of disability where compensation stems from cultural enlightenment and socialization. This sociocultural theory believes in two types of defects known as organic impairments (primary defects) and misrepresentations of high psychological functions (secondary defects).

A period of time where thoughts transition from being motoric to being partially internalized.

Times in development when learning particular skills occurs most efficiently. This concept is controversial and many exceptions exist, but many people believe in this sensitive periods or windows of opportunity to teach certain skills.

Negotiation between two parties that requires communicative interaction when there is no shared understanding. A young child may participate in semeiotic mediation with a sign of action to relay a particular meaning.

Cognitive structures that organize a child’s internal representations of experiences and objects.

When one child repeats something they have heard but presents it as a unique contribution to the conversation.

A skill that appears in early development as a child can select objects where a schema applies and those where one does not. For example, a child may choose a nipple over a different object when he or she is hungry.

A mechanism that enables change while a child finds balance in interactions with his or her environment. This will require the organization of new experiences, as well as adaption through assimilation and accommodation.