morphemes and gradually produce complex grammatical structures. The morphemes that are added at this age include irregular past tense, possessive ('s), and use of the verb 'to be' (It is, I am, etc.). Stage IV:Around 40–46 months children continue to add to their morphological knowledge. This range is associated with use of articles (a or the), regular past tense (-ed endings), and regular third person speech (He likes it). Stage V: Around 42-52+ months children refine the complex grammatical structures and increase their use of morphemes to convey more complex ideas. Children in this stage use irregular third-person speech, the verb 'to be' as an auxiliary verb (She was not laughing), and in its contraction forms (It's, She's, etc.). Pragmatics development From birth to one year, babies can engage in joint attention (sharing the attention of something with someone else). Infants also can engage in turn taking activities on the basis of their sensitivity to reactive contingency, which can elicit social responses in the babies from very early on. By 1–2 years, they can engage in conversational turn taking and topic maintenance and understand that turn taking interaction of others can convey relevant, communicative information. By age 3–5, children can master illocutionary intent, knowing what you meant to say even though you might not have said it and turnabout, which is turning the conversation over to another person. By age 6–10, shading occurs, which is changing the conversation topic gradually. Children are able to communicate effectively in demanding settings, such as on the telephone. Effect of bilingualism There is a large debate regarding whether or not bilingualism is truly beneficial to children. Parents of children often view learning a second language throughout elementary and high school education beneficial to the child. Another perspective dictates that the second language just confuses the child and prevents them from mastering their primary language. Studies have shown that American bilingual children have greater cognitive flexibility, better perceptual skills and tend to be divergent thinkers than monolingual children between the ages of five to ten. Better executive functioning skills are likely because bilingual children have to choose one language to speak while actively suppressing the other. This builds stronger selective attention and cognitive flexibility because these skills are being exercised more. In addition, bilingual children have a better understanding of universal language concepts, such as grammar, because these concepts are applied in multiple languages. However,