The gestures of speaking children sometimes resemble classifier constructions.{{Sfn|Emmorey|2008|p=198}} However, signing children learn these constructions as part of a grammatical system, not as iconic representations of events. DueOwing to their complexity, it takes a long time to master them.{{Sfn|Marschark|Spencer|2003|p=223}}{{Sfn|Zwitserlood|2012|p=174}} Children don'tdo not master the use of classifier constructions until the age of 8eight or 9nine.{{Sfn|Zwitserlood|2012|p=173}} There are many reasons for this relatively late mastery. Children must learn to express different viewpoints correctly, select the correct handshape and order the construction properly.{{Sfn|Marschark|Spencer|2003|p=223}} [[Brenda Schick|Schick]] found that the handling classifiers were the most difficult ones to master. This was followed by the extension and surface classifier. The whole entity classifiers had the least amount offewest production errors.{{Sfn|Schick|1990|p=}} Young children prefer to substitute complex classifiers for simpler, more general ones.{{Sfn|Zwitserlood|2012|p=173}}
Children start using classifiers at the age of 2two.{{Sfn|Marschark|Spencer|2003|p=223}} These early forms are mostly handling and whole entity classifiers.{{Sfn|Marschark|Spencer|2003|p=223}} Simple movements are produced correctly as early as 2.6 years of age.{{Sfn|Emmorey|2008|p=196}} Complex movements, such as arcs, are more difficult for children to express. The acquisition of ___location in classifier constructions depends on the complexity between the referents and the related spatial locations.{{Sfn|Emmorey|2008|p=196}} Simple extension and surface classifiers are produced correctly at 4.5 years of age.{{Sfn|Emmorey|2008|p=196}} By the age of 5five to 6six, children usually select the correct handshape.{{Sfn|Morgan|Woll|2003|p=300}}{{Sfn|Marschark|Spencer|2003|p=223}} At age 6six to 7seven, children still make mistakes in representing spatial relationships. In signs with a figure-ground relationship, these children will sometimes omit the ground entirely.{{Sfn|Marschark|Spencer|2003|p=223}} This could be because mentioning them together requires proper coordination of both hands. Another explanation is that children have more trouble learning optional structures in general.{{Sfn|Emmorey|2008|p=196}} Although mostly mastered, children aged 9nine still have difficulty understanding the locative relations between classifiers.{{Sfn|Zwitserlood|2012|p=174}}
It is widely accepted that iconicity helps in learning spoken languages, although the picture is less clear for sign languages.{{Sfn|Ortega|2017|p=}}{{Sfn|Thompson|2011|p=609}} Some have argued that iconicity plays no role in acquiring classifier construction. This is claimed because constructions are highly complex and are not mastered until late childhood.{{Sfn|Ortega|2017|p=}} Other linguists claim that children as young as 3three years old can produce adult-like constructions,{{Sfn|Ortega|2017|p=}} although only with one hand.{{Sfn|Slobin|2003|p=275}} [[Dan Slobin|Slobin]] found that children under 3three years of age seem to "bootstrap" natural gesture to make learning the handshape easier.{{Sfn|Slobin|2003|p=272}} Most young children do not seem to represent spatial situations iconically.{{Sfn|Zwitserlood|2012|p=173}} They also do not express complex path movements at once, but rather do so sequentially.{{Sfn|Zwitserlood|2012|p=173}} In adults, it has been shown that iconicity can help in learning lexical signs.{{Sfn|Ortega|Schiefner|Özyürek|2019|p=}}{{Sfn|Marshall|Morgan|2015|p=}}
