Oral language development is an essential milestone in all children and it is said to be partially genetic, in that, whether or not a child has someone teaching them they are still able to develop oral language skills. Children seem to have their own language as they put words together, they may indeed learn vernaculars from family and caregivers but they often apply their own verbal twists on how words and phrases are pronounced (Genishi, 2016). There is also another view that was discussed in the article Language Development from Cambridge Encyclopedia of Child Development (2005). This other view that suggests that it is not instinct but a series of 3 processes that occur within the human body before language can formation can begin, first …show more content…
the auditory organs must be functioning properly in order for sound differential to happen, second humans must be able to articulate sounds with the vocal organs and third, is the development of imagination, fine motor skills and play. Observation Two children were observed for their language skills both verbal and non - verbal for 30 minutes inside the two year old room at a preschool. Child one whom we will refer to as EE is 23 months and 1 week old.
Mother had a normal pregnancy and delivery, the child has no known disabilities, but has had 3 ear surgeries for tubes. EE is from a low-income family with both parents employed outside the home full time with a 45 minute commute each morning and evening. Child one has two older sibling ages of 13 and 11. In observing EE’s oral language development it was very clear that EE was in the one word stage (Grand Canyon University, GCU, 2015). The teacher during story time ask the class questions and EE would answer in one word responses only an example of this: Teacher shows the class a picture of a tree filled with apples and birds of different colors and asks …show more content…
the children, “What do you see in the tree?” EE answers, “Tree.” Next the teacher asks “Where do we see trees at?” EE replies “Out.” After story time the class went outside for recess. EE ran as fast as he could all the while yelling as loud as possible “car, car, car.” There were little cars on the playground and he wanted one. After playing with the car for 15 minutes another child wanted to play with the car EE just kept repeating the word mine, when the teacher made him share the toy EE went behind the bush and cried, saying “car, mama.” EE seemed to get frustrated easily when not understood or was unable to communicate freely his wants and needs. Child two whom we will refer to as MR is 22 months and 3 weeks.
Mother had a normal pregnancy and delivery, the child has no known disabilities. MR is from a low end middle class family and her mother is a preschool teacher for the one’s class. Both parents are employed fulltime and have a 10 minute commute each morning and evening. MR has no siblings. MR is in the telegraphic stage of oral language development (GCU, 2015). When MR was asked the same question in during story time she replied “apples, blue bird, red bird, orange bird, birds fly.” When asked the second question MR replied “outside at the park and in sky.” When it was time to go outside MR lined up and told the other students to “get ready it outside time”. The teacher asked if everyone was ready to go outside and MR replied “yes, we go outside.” While on the playground MR played in the playhouse with others and was pretending to be mommy, MR gave orders to the others “It bedtime, go sleep!”, “mommy loves me”, and “daddy home now
eat” The observation revealed a lot about each child and their level of oral language development. It was interesting to observe two children only weeks apart in age and see the variances in the levels of oral development, with child 1 there were auditory issues of three ear surgeries and child 2 had no such history which would seem to lean in favor the formation of speech is due to processes that happen within the 3 dimensions mentioned earlier.
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
The environment in supporting speech, language and communication development is very important because you need the children’s perspective in mind. For example: areas should be available to the children inside and outside. The staff must have an area where the noise is reduced and there are less distractions so that the child is able to concentrate. There should be enough light in the room for both to see clearly so it isn’t too dark for them to see the work or your facial expressions. This is important if the child has a hearing impairment. The rooms should not have too much stuff and isn’t cluttered so that it doesn’t distract the pupils. In my settings there are a few quiet rooms for the speech and language therapists go to support the children so the distraction are kept to a minimum. There is a row of windows so there is enough
She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds. The child’s lexical inventory is well developed. She has no trouble finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary where she does not have to borrow words.
Based on my experiences, children at this stage have not yet mastered their language ability. Their attention spans improve throughout the year as well as their ability to process information. They sometimes have difficulties thinking outside the box because they may only see things from their point of view. Activa...
On the nature side of the debate, every baby cried when they were trying to communicate to their caregiver. Crying is universal because it is the only way that babies can alert their caregiver that something is wrong. Furthermore, each baby cooed, babbled, and cried without prompting. Ponijao babbles when her mother pats her on the back because she likes the sound it makes. Bayar’s brother keeps putting a strip of fabric in his face, making him cry out of annoyance. Mari babbles and has a “conversation” with another baby on one of her visits to the park. Hattie also starts saying syllables on her own. However, nurture plays a huge role in language development as well. Each baby was read to, spoken to, sung to, or a mixture of the former. Without prompting from his mother, Bayar would not be able to copy the sounds that she makes to try to get him to speak. Hattie can say “no” and “uh oh”, which are English phrases. Her parents would have taught her how to say those words. In fact, her mother reads to her, and she imitates the sounds her mother makes while reading. This proves that without both heredity and environment, language would never develop in an infant. They need to have an inborn ability to quickly and easily learn vocabulary and grammar during the critical periods, but they also need to hear and interact with language in their
speech is called adult talk. Children who are exposed to high levels of verbal language, develop
This essay is about a child’s development and learning, focusing primarily on language development. It will describe the main stages of developmental "milestones" and the key concepts involved for children to develop their language skills, discussing language acquisition and social learning theory. The essay will also look into the key theorists involved in language development, primarily Vygotsky and Chomsky, and how these theories have had an impact on the way society views language and their implementation within schools. The essay will describe the factors affecting language development, both biological and environmental. While also discussing key arguments among theorists, one being the nature vs nurture debate, and how these play a part in the teaching in schools.
... (p. 116). In her article, “Babies Prove Sound Learners,” Sohn (2008), states, “Such studies show that, up to about 6 months of age, babies can recognize all the sounds that make up all the languages in the world” (para.24). B.K. Skinner suggest that the materialization of language is the result of imitation and reinforcement. According to Craig and Dunn (2010), “Language development is linked to cognitive development that, in turn, depends on the development of the brain, on physical and perceptual abilities, and on experiences. Biological and social factors also jointly influence the early development of emotion and personality” (p. 117). In her article, A natural history of early language experience. Hart (2000), states, “Talking is important for children, because complexity of what children say influences the complexity of other people’s response” (para. 1).
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
Language acquisition is perhaps one of the most debated issues of human development. Various theories and approaches have emerged over the years to study and analyse this developmental process. One factor contributing to the differing theories is the debate between nature v’s nurture. A question commonly asked is: Do humans a...
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.
Chomsky and Skinner and Theories Of Language Development Many psychologists have studied and researched into how we acquire language. Some have concluded that the ability to learn language is a genetically inherited skill. Others believe that language is learned following birth and is due to environmental factors. This is part of the nature vs. nurture debate.