Language Development Article

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North Carolina Central University *

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Linguistics

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Jan 9, 2024

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docx

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Uploaded by ebonyrowe

Ebony L. Rowe ECE/511 Professor Nash November 1, 2020 The article I chose to use to support my findings on Language Development for Toddlers was “ Increasing deictic gesture use to support the language development of toddlers from high poverty backgrounds ”, written by Mollie K. Romano and Kelly S. Windsor. Being an educator that works in a low income and low performing school I have witnessed firsthand how children of low SES backgrounds are not always afforded the same opportunities and high quality education as middle and upper class children. Studies have also shown that low SES children’s home life is not developmentally appropriately fulfilling their language needs. I chose this article in particular to help me as an educator develop the language of these children and sharing the knowledge with others. The article states that, “early communication intervention gestures can help slow the curve for later delays in toddlers” (Windsor 2017). These gestures would be your typical pointing, reaching, and showing to communicate their needs. As an educator it is critical that you meet every student where they are. Having this information prior to working with the student(s) you can help modify instruction to fit their needs. For example, if you have a student whom maybe showing signs of selective mutism, you might do interventions with this child that allows them hands on responses. The teacher would ask questions that gives them the option to respond by pointing to the necessary answer. When a teacher is creating a lesson for whole group they may take into consideration nonverbal responses such as thumbs up and thumbs down. When trying to promote language development it is important that you make the learning environment developmentally appropriate. In low income communities we serve a high percentage of English Language Learners. These students are trying to learn the English language; it is critical that the teacher labels objects throughout the classroom. When planning for a whole group lesson, consider using pictures to help build vocabulary as well. Personally, I use my whole group instruction for teaching moments. I always try to encourage my students to repeat after me and use their words to explain or express their needs. Many times I have seen low income schools do the bare minimum within the classroom environment for their students. Low income students; predominantly Black and Brown students deserve high quality education just as much as our Caucasian students. Language Development as well as quality education solely depends on the teacher and parents/caregivers. As the educator, you should take more initiative in creating a welcoming learning environment. Start by advertising a word wall, label objects throughout the classroom, encourage students to

use their words, and incorporate fun ways to developing their language. As I have stated previously, being an educator means meeting each child where they are. Children learn from what you are teaching them. It takes for the educator to have patience and a passion to educate children in order for these interventions to be successful. The teacher should step out of a place of comfort and model these different, use pictures for visual interpretation, show videos, speak audibly to children at all times, and understand that all children learn and develop at different paces. This study has proven that prelinguistic interventions for at risk children can be used to increase rates of communication in toddlers. (Windsor 2017)

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