Development Of Children 's Language

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

Nature and nurture both play various roles in children’s language development. Nature is a child’s inherited genetics and characteristics. Nurture is the persuasive influence a child develops from their environmental surroundings. The two have created many debates on whether one has more influence on a child’s language development than the other. In this essay I will discuss, the roles nature and nurture play in children’s language development, how they structure communication and the theoretical debate of their impact.

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

I must commend you on a very well put together analysis. It took me a while to get the hang of APA formatting which I still have not perfected, but I would refrain from referring to a reference as “the article” when paraphrasing; I would refer to the author or sources, not the type of source.

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

From this case study we understand it is important to act quickly to support children who have speech and language or communication needs, as language is crucial to learning and enables one to express thoughts in an organised way. Children with language delay may also find it harder to communicate and form relationships with others. They may become frustrated, leading to possible behaviour problems. Very young children in particular do not have the experience to recognise the reason for their

Ways of supporting the development of children’s speech. Language and communications is covered in the EYFS framework, to provide this support, the settings much create a language rich environment. One where children have lots of opportunities to interact with adults and with other children. A language rich environment also encourages interactive as there are many interesting things to talk about and places where interactive can take place without any interruptions.

The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.

The acquisition of language is essential to the development of a child. Though some children are born genetically mutated, specifically children with Down’s syndrome, the capabilities of acquiring language during developmental markers is far less than a child with just 21 chromosomes. Parents and/or guardians of infants and toddlers with Down’s syndrome believe that their child will one day be able to verbally communicate with them. They presume the possibility, but does research support their beliefs? For the purpose of this paper, the child from infancy through three-years old will be discussed in regards to the developmental domain that are affected by Down’s syndrome. The undeniable assumption is if an institution provides early intervention for an infant or toddler with Down’s syndrome, then that child’s social-emotional and language will be affected.

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

Everyday we are developing no matter our age, but it is how we develop children that will tell a tremendous amount an individual. How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Throughout the class, we looked at many theorists during the course of the semester as well as looked at many articles pertaining to the concepts of the development of children. The theorists and articles opened up our minds to a world that we have never seen before and concepts about child development we have never been taught but have seen in the practical work we do every week. What makes humans unique is the ability that we have to interpret the language being used, as Lois Bloom

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

According to Zukowski (2013), language development refers to the process of learning in early life where infants acquire various forms, meaning and word usage. In addition, language refers to the different utterances in regards to linguistic input. Language development in childhood focuses on major arguments in