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Child development theories on language development
Child development theories on language development
Child development theories on language development
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Children learn from their environment and the people that surround them. Children learn through imitating and mimicking what they see around them. They use these skills to problem solve, regulate their behavior, help in memorizing and remembering and also to structure their thinking and concept formation (Siegler & Alibali, 2005, p. 138). There are several theories based on this concept. Lev Vygotsky is one theorist that used social interaction as one of the main approaches to social learning and performed extensive research on exposing children to social and cultural experiences. Children use their prior experiences, interaction with their parents and peers, as well as their siblings, and other adults to develop their social cognition as well as identify who they are in the world.
Social cognition is the belief that children learn from their environment and social experiences as a way of learning and developing. Children are born immediately learning to take cues from their caregivers, and mimic what they see and hear. A child’s family is their first social group and they begin to learn how to get their needs met by communicating. Children learn how to behave and develop their beliefs based on their social exposure. Their brain development begins in infancy crated by the amount of external stimulus they have around them.
The sociocultural theories are based on growth, physical, social, psychological, cultural, emotion, spiritual and cognitive development in becoming self-sufficient and independent beings (Lavery & Reet, 2001). The stages of the social theories are based on the child’s age, their environment, and how they interact with their caregiver. The theories studied follows the concepts that the more opportunities the ch...
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...es: Material for an introduction to language and linguistics. Columbus, OH: the Ohio State University press. Retrieved from http://files.bibliofrog.com/Lang_File_L1_Acq_Theories.pdf Kuhl, P. (2010) Brain mechanisms in early language acquisition. Neuron. 67(5):713-727,
Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2947444/
Laverty, H., & Reet, M. (2001). Planning Care for Children in Respite Settings : Hello, This Is Me.
Philadelphia, PA, USA: Jessica Kingsley Publishers. Retrieved from http://site.ebrary.com/lib/ashford/Doc?id=10064473&ppg=59
Mossler, R.A. (2011). Child and adolescent development. Bridgepoint Education, Inc.
Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San
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Eric Erikson developed eight different psychosocial stages which emphasize the lifespan development during the major periods in life. The first psychosocial stage is infancy and it embraces the age of birth to one year old. The infancy crisis is trust versus mistrust which emphasizes that if children are taken care of; they will be able to gain confidence as well as trust. In the other hand, if they developed mistrust they will develop a sense of insecurity. Erickson’s second stage is toddlerhood which embraces the ages of one to three and deals with the stage crisis of autonomy versus shame and doubt. In the toddlerhood stage, toddlers are able to use mental skills and are able to start deciding for themselves. The third stage is early childhood, and it embraces the ages of three to six with the stage crisis of initiative versus guilt. During the early childhood stage children are able to gain the characteristics of ambition and responsibility and it is developed through the parent’s support. On the other hand if parents are too demanding children will develop guilt. The next stage is middle adulthood which ranges in the ages of six to eleven; children are able to develop the characteristic cooperation but, inferiority can also arise with negative experiences which can cause a stage crisis of industry versus i...
Cognition entails interaction between the individual child and his/her environment or events in the environment.
Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.
Björklund, D. F. (2012). Children‘s thinking: Cognitive development and individual differences (5th Ed.). Belmont: Wadsworth.
Theorists such as Jean Piaget, Lev Vygotsky, Erik Erikson, Sigmund Freud, and Lawrence Kohlberg have studied and documented information about the stages of childhood development. The three main stages of childhood development are early childhood, middle childhood and adolescence. Each stage contains developmental behaviors and characteristics of different age groups. However, the childhood development stage that this paper is focus on is the middle childhood stage. During this phase in a child’s life, they go through a variety of changes. Such changes include; physical, cognitive, social and emotional changes. According to this course text, HDEV (2010), middle childhood comprises children between the ages of 6 to 12 years. In addition, in relation to the information that is presented in this text about the
Lev Vygotsky stages of development were not defined by age or biology. Social and cultural experiences were the basis for his theory. Consciousness was an end product of social interactions (Kearsley, 1994-2010). The history of the child’s society and his own personal history determine how the child thinks. Language is crucial for development as it is with words that a child conceptualizes and makes sense of the world (Schütz, 2004). A precept of Vygotsky’s theory wa...
Vygotsky’s sociocultural theory was his main focus and it helped him make sense of a person’s cognitive development through the way they interaced with others and emphasised on one’s social interaction (blabla). Vygotsky focused on how learning consisted of gathering knowledge and skills from the social community and the different attractions a person observes (v2); a process known as internationalization. His theory was based on two key concepts, first that knowledge can be developed through the experiences a child lives (v1), and an example would be a child seeing his parents arguing over their beliefs; he’d learn how he should have his own belief...
While all societies acknowledge that children are different from adults, how they are different, changes, both generationally and across cultures. “The essence of childhood studies is that childhood is a social and cultural phenomenon” (James, 1998). Evident that there are in fact multiple childhoods, a unifying theme of childhood studies is that childhood is a social construction and aims to explore the major implications on future outcomes and adulthood. Recognizing childhood as a social construction guides exploration through themes to a better understanding of multiple childhoods, particularly differences influencing individual perception and experience of childhood. Childhood is socially constructed according to parenting style by parents’ ability to create a secure parent-child relationship, embrace love in attitudes towards the child through acceptance in a prepared environment, fostering healthy development which results in evidence based, major impacts on the experience of childhood as well as for the child’s resiliency and ability to overcome any adversity in the environment to reach positive future outcomes and succeed.
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
The definition of the social learning theory is People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Learning Theories Knowledgebase ). Most people learn through watching other. As a child, we learn by mocking what we have observed repeatedly. This is how we learn to walk, talk, speak, and to feed ourselves. We also learn social skills from the people around us. We learn right from wrong, we learn what is acceptable in our everyday lives. We also learn societal norms. Most children learn social norms from the family structure. If the family structure is broken or not complete it may cause problems for the children. If the family has only one parent then the family unit suffers. If the child is part of a family that has deviant problems then the child learns that these problems are the norm. This could lead to the child to think that drinking or drugs are normal. It is also a factor if the child observes crime in the family unit. The child learns that crime is normal until they run up against society who states otherwise.
Vygotsky believed that learning and cognitive development were significantly influenced by social interactions that occur with in a particular sociocultural environment. There are four major influences on cognitive development.
The first experience (appendix 1) the practitioner was working with a group of children, the activity was reading a story from a book to which a discussion is formed. The aim of this activity was to promote the children’s thinking development. This type of thinking is from Matthew Lipman (1993) who uses a philosophical approach, it is known ‘stories of thinking,’ this can help to a...
Social cognition is very important to young child’s development. A child’s key development takes place during the first five years of a child’s life. (Child Encyclopedia) A child’s environmental factors play a huge role in their mental development. Social cognition has produced a knowledge that psychologists now have a better understanding about
Growing up, everyone has different upbringings and everyone develops in different ways or at different rates. Their social class, social background, and or gender identities play a large role in the way which they perceive the world and in the way that the world perceives them. According to Vgotsky social interactions play a crucial role in the development of cognition. This term refers to the mental processes that are involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging
...interact with their caregivers and through interaction not only their cognitive abilities are shaped by also their personality and behaviour in later stage of their life (Triandis & Suh, 2002). The essay is considering the background that social relation flourishes, namely interaction child – adult and peer relations. Through their early experiences with others, children develop their understanding of the world. By simple activities that are carried out on daily basis between children and caregivers, children are able to gain the meaning of new techniques and learning strategies, they expand their existing knowledge and experience new things. The interesting aspect is to elaborate on social interaction within different groups of children. Although the cognitive abilities may not fully develop in every child, social interaction encourages and prompts the progress.