Children's early vocabulary is limited to a small set of words that are mostly labels for familiar objects and actions. This is because these words are the most relevant and useful to children in their everyday lives. As children's cognitive skills develop and their vocabulary expands, they begin to learn more abstract words, such as sky.

The order in which children learn words is not random. It follows a general pattern that is consistent across languages and cultures. This pattern is based on several factors, including the word's frequency of use, its semantic complexity, and its phonological complexity.

* Frequency of use: The most frequently used words are the first to be learned. This is because children are more likely to hear and use these words in their everyday lives. For example, the word spoon will likely be learned before sky simply because it is used more often.

* Semantic complexity: Words that are semantically complex are learned later than words that are semantically simple. This is because semantically complex words require more cognitive processing to understand. For example, the word sky is semantically complex because it refers to a very large and abstract concept.

* Phonological complexity: Words that are phonologically complex are learned later than words that are phonologically simple. This is because phonologically complex words are more difficult to pronounce and remember. For example, the word sky is phonologically complex because it contains a consonant blend.

Conclusion

The order in which children learn words is influenced by several factors, including the word's frequency of use, its semantic complexity, and its phonological complexity. This is why children typically learn how to say spoon before sky.