Explain The Role Of Word Language In Child Development

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

Nature and nurture both play various roles in children’s language development. Nature is a child’s inherited genetics and characteristics. Nurture is the persuasive influence a child develops from their environmental surroundings. The two have created many debates on whether one has more influence on a child’s language development than the other. In this essay I will discuss, the roles nature and nurture play in children’s language development, how they structure communication and the theoretical debate of their impact.

It is believed that babies develop language when they are in the utero and it continues throughout their lifetime. By twelve weeks old, babies may register the sounds they can hear and at the same time make basic visual, auditory and tactile mind maps (Karen Kearns, 2013, P.105). This allows the infant to turn towards any familiar sounds and noises. Babies begin to communicate with people around them quite quickly. By two months old, babies begin to make ‘cooing’ and other noises; this indicates the phonological component of language development. By six to nine months babies begin to experience with a mixture of sounds, and often you will hear a baby babbling. Babbling development is similar across many different languages and even hearing impaired babies will go through this stage. They may copy the sounds they are introduced too or beginning to recognize familiar

I must commend you on a very well put together analysis. It took me a while to get the hang of APA formatting which I still have not perfected, but I would refrain from referring to a reference as “the article” when paraphrasing; I would refer to the author or sources, not the type of source.

In this essay I will be talking about speech, language and communication skills and how they affect several areas of development. I will talk about the impact of speech, language and communication (SLC) difficulties and how adults can support children and extend their SLC. I will also talk about the positive effects of adult support and the different levels of speech and language between children entering an early year’s provision.

In literacy, there are about three key areas as far as language is concerned. These include reading, writing, speaking, and listening. All of these areas are instrumental in developing children in relation to literacy. Literacy aims to develop the abilities of children in areas such as speaking, reading, writing, and listening for different purposes. This is instrumental in helping children to demonstrate themselves imaginatively and creatively. Primary Framework aims at increasing and supporting the ability of children to access the excellent teaching hence helping Children progress in education.Listening and Speaking: These aim at developing, anticipating the sensitive listeners. Another aim is to develop the thoughtful, sensitive, and critical listeners.

Children’s individual interests may contribute to the differential language development because of the fact that as children become more exposed to language through reading, they will develop language that is individualized. So for example, you can have a child who is extremely interested in nature. When reading books related to that particular topic, they will acquire a vocabulary set that is related to such topic. So you will see them more than likely having a vocabulary with words related to plants, animals, insects, etc.

Everyday we are developing no matter our age, but it is how we develop children that will tell a tremendous amount an individual. How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Throughout the class, we looked at many theorists during the course of the semester as well as looked at many articles pertaining to the concepts of the development of children. The theorists and articles opened up our minds to a world that we have never seen before and concepts about child development we have never been taught but have seen in the practical work we do every week. What makes humans unique is the ability that we have to interpret the language being used, as Lois Bloom

Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must

In the other hand, behaviorists view language as complex and leaned skill, much like playing piano and dancing. B.F. Skinner argued that language represents nothing more than chains of responses acquired through reinforcement. Putting differently, children learn though process of reinforcement. For example, baby babbles “mama” the mother happily reward the baby with a hug and kisses and eventually will push the baby to say “mama” more and more; due to these reward children are motivated to repeat the behavior, thereby shaping their language and ensuring their development. Children’s language is being built up, this describe a way in which children environmental experiences influence and improve their language skills. Also that’s why parents

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new

From the moment we are born, our environment prepares us for this journey we call life. We learn to communicate both verbally and non-verbally. In my opinion and based on three studies, socioeconomic status, the child’s gender, the amount of language they hear from their caregivers, word mapping, and social intent all effect the child’s vocabulary size. According to Spencer, Clegg, & Stackhouse, “the links between socioeconomic disadvantage and early language development are well documented with reports of up to 50% of young children from areas of socioeconomic is advantage having language delay. According to Pasek, Golinkoff, and Hennon (2006), research states girls showed a quasi-linear positive gain in language across secondary school, while boys began with a decline and then accelerated.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

The developmental stages of language are; pre-linguistic stage, one-word stage, two or three-word utterances, more complex sentences, further development between 3-4, and further development between 4 and 5. In the pre-linguistic stage from birth to 1 year, babies can tell the difference between voices and other sounds, they can start to use sounds such as ‘dadadadada’ or ‘mamamamama’. In the one-word stage from 12 to 18 months young children can have a variety of

Then, cooing appears when the child is between six to eight weeks old, where the infant demonstrates happy vowel like sounds (Hoff, 2006). At age sixteen weeks infants begin to demonstrate laughter and vocal play (Hoff, 2006). Between six and nine month old babies begin to produce babbling sounds, then they utter their first word around age one (Hoff, 2006). When children speak their first word it is usually as an isolated unit (Goldin-Meadow, 2006), and not considered a major step in phonological development (Hoff, 2006). Children then learn that their first spoken word is composed of smaller parts, which is known as morphology, and that the word can be used as a building block for larger sentences called syntax (Goldin-Meadow, 2006). A child’s first word goes farther then communicating a message between the child and communicative partner, the word retains symbolic meaning (Goldin-Meadow, 2006). At age eighteen months phonological processes develop, in which the child’s speech characteristics begin to transform (Hoff, 2006). Subsequent to eighteen months the child’s vocabulary grows and with this growth the child is able to phonemically represent a sound with the mental representation of every word that possesses a sound (Hoff, 2006).