Cyp 3.1 Language Analysis

Language is very important for one’s development because it can affect other areas of development and is critical to a child’s future success. For many other aspects of development, including cognitive, social and psychological language is very necessary. Language occurs before the baby is even a month old. For a developing child, the biggest thing that will contribute to our eventual language development is what we hear. Very soon, as a young infant, we demonstrate a sense of language just by simply the noise, movements, and expression that we make. Within the first year of life the baby is already babbling and speaking a hand full of words in their native language. Also they are much better at comprehending simple words spoken to them around

Piaget suggests that development in children occurs in four stages: sensorimotor, preoperational, concrete operational and formal operational.

Piaget’s stages of development are broken into stages of growth to bridge the connection between cognitive and biological development. According to Piaget, there are four stages to cognitive development; Sensorimotor, Preoperational, Concrete Operations and Formal Operations. In the sensorimotor stage, children form babies to two years old, experience and gather information by using the five senses.

Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

Children develop cognition through two main stages that Jean Piaget theorized. The stages run from birth and infancy to school age children. Sensorimotor is the first stage and goes from birth to about the age of two. This stage implies that the children learn about the environment they live in and they learn this through the reflexes and movements they produce. They also learn that they are separate people from their parents and they can say goodbye to them and know they will come back. The second stage is called the preoperational stage. During this stage of development, children will learn how to incorporate symbols to represent objects. This is also the beginning of learning the alphabet and speech. The child is still very much egocentric at this point in time, but with the help of understanding educators, the child will grow appropriately onto the next stages of development. Finally, the children need to develop emotionally/socially.

THE PREOPERATIONAL STAGE: GROWTH OF SYMBOLIC ACTIVITY Some time between the ages of 18 and 24 months, According to Piaget, children develop the ability to form mental representations of objects and events. At the same time, language develops, as well as the beginning of thinking in words. These developments mark the transition into the preoperational stage. During this stage, which lasts up until about age seven, children are capable of doing many task they could not perform earlier. For example, they begin make-believe play which includes enacting familiar routines.

| Piaget's first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment

Effectively, the stages of infant cognitive development can be viewed and explained simply. According to Piaget there are four stages of cognitive development that range from the ages of birth through adulthood. Today we will only focus on two of these stages as they pertain to the ages of birth through the ages of 24 months or two years old. The first stage is the sensorimotor stage which includes and defines the ages from birth to about 18 months of age. This stage is quickly described and defined by the infant only being aware of what’s immediately in front of them, and only interacting with those people, objects or sounds (http://www.webmd.com/children/piaget-stages-of-development Piaget Stages of Development. ©2005-2015 WebMD, LLC). Looking at Piaget’s studies even at the earliest moments of life an infant utilizes the power of their brains in the forms of basic awareness’s and communication attempts. The second

In Piaget's first stage of development, the sensorimotor period, which occurs from birth until the age of two, deals with infants discovering the world through their five senses; the infants learn also through applying their motor skills and polishing them. They can also only distinguish things that are present--which are able to be seen, touched, or heard--and ends when the infant can create mental representations in their minds of those objects.

The first of the four stages in Piagets theory is the sensorimotor stage, Piaget believed an infant is born with no way of making sense of the world and that they take information in by using their senses and through motor activity. In this stage children are only able to focus on what is directly in front of them and can only use their biologically built in responses such as sucking (textbook 208-209). Piaget uses three sub stages that children go through in order to develop their cognitive understanding. At around 6 months old children develop goal directed behaviour and this is where they learn that they can influence other things or people to do things such as shaking a rattle to produce a noise. Once an infant reaches around 8 months they

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

One of them is the Regulatory Function, which is the ability to control the behaviour of others, as spoken about previously, children are able to regulate their parents at the beginning of life. The instrumental function of language will come as the months go by, children will be able to choose, the choice of cereal they want or what clothes they want to wear by pointing at it. Children’s interactional language develops when they are young by playing next to each other not necessarily with each other. As a toddler, the child will start to ask their parents or carer to look at them whilst they do something, this is their personal function of language. The heuristic function will come as they continually ask why something is happening, they are learning about how the world around them works (Fellowes & Oakes, 2014). The imagination of a child starts very young as they start to make believe. This usually starts from seeing someone hold a baby, for example and they pretend with dolls or teddy bears. The informative function of language is when a child is able to relay information, this could be telling the parent where they are injured or how their day was at day

After studying language development in children, Michael Halliday identified seven functions it had for them. The first four help satisfy physical need and the last three help them understand the environment.

Language is one of the crucial tool human needs in their day to day life. Words and grammar are used to describe different actions and things in daily lives.Language is also an important ‘aspect of cognitive development.’From womb to an infant a child is exposed to different sounds. According to Papalia and Martorell (2015,p.152) as the child began to grow and exposed to different sounds and conversation the vocabulary of the child increases significantly and they begin to use syntax and grammar during their conversation. Language affects both the cognitive and psychoanalytic domain of a child. Language is an important way human beings used for social interactions.Nature and nurture are equally responsible for the growth of language development in children To develop language normally a child needs to have ‘normal social contract’ (Papalia & Martolli,2015,p.155) with other people. It is necessary for the parents and the caregivers to deliver social interactions to their respective children. Parents and caregivers should provide language growth in their children through conversations using child-directed speech, reading books to them and creating opportunities to have interaction with their friends.

The first stage of Piaget’s development theory is the sensorimotor stage which takes place in children most commonly 0 to 2 years old. In this stage, thought is developed through direct physical interactions with the environment. Three major cognitive leaps in this stage are the development of early schemes, the development of goal-oriented behavior, and the development of object permanence. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they