Language Development According To Vygotsky's Social Interactions And Development

Connor’s language development was very similar to his peers being they spoke in clear, short sentences, usually as statements, like “I want more cheese” or “yes, please”. Vygotsky says that around the age of three or four, children use the language they established to categorize their thoughts in social situations (Steinberg et al., 2011, p. 209). According to Vygotsky, Connor language skills are normative for his age and gender, when he said “read me a story” he had to organize his thoughts and decipher what he wanted then articulate them to the adult. As far as nonverbal communication, he made eye contact with the teacher when he asked her to read him a story and he sat upright in his chair showing that he was interested and attentive.

10. Social Interactions/Development

His social skills were not what I would expect his gender, but that does not mean his social interactions are abnormal. Most boys in the preoperational period participate in a competitive dynamic in a larger group by acting as heroes, playing with action figures, or toy figures, and usually farther away from adults (Steinberg et al., 2011, p. 231). Granted, I only witnessed a short period of Connor’s social interactions, I did notice that he was sitting on

I was not expecting both children I observed to be so quiet and independent, which through me off guard at first because I used to have an assumption that all children are social butterflies because they like to play. As I have learned, development from physical, cognitive, to social goes far beyond the outward actions. According to Piaget cognitive development is integrated into each stage as an individual ages. Erikson proposes that psychosocial development progresses through the lifespan (Baek, HDFS 102XW notes, 2016, Fall). I notice that neither boy actively participated in pretend play, a highlight in the preoperational period, nor were they ‘rough and