Early Childhood Language Development

in the first language, and it is the language that children begin to construct their knowledge and form meaningful communicative relationships” (p. 1). According to Karen Ford (2017), “Parents are also instrumental in supporting early language development” (p. 3) in the ELL student. With that being said, successful early childhood programs build upon the knowledge the young learners bring from home. Children come to literacy learning with varying knowledge; henceforth, the pathway to literacy is developmental. It’s the educator’s responsibility to assess and start where that child is developmentally and build on `prior experiences and knowledge. Educators must know their students as individuals, including their interest, their attitudes about reading, and their school and home experiences to provide robust classroom instruction with learning opportunity to meet individual needs.

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.

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.

Language is a code made up of rules that include what words mean, how to make words, how to put them together, and what word combinations are best in what situations. Speech is the oral form of language. The purpose of this study is to find out the developmental stages the child goes through in the acquisition of language from birth to 5 years.

If I had to give advice to close friends of mine who just recently became first time parents on how to nourish their infant’s physical development my biggest suggestion would have to be the proper nutrition. When it comes to newborns the best type of nutrition is breastfeeding. When I use to work in the hospital as a newborn photographer I would always hear all the positive things the lactation consultants would have to say to first time moms on the importance of breastfeeding. It is not just about the bond that it creates with the baby while breastfeeding, but also all the antibodies and nutrients being high in fact and low in protein. Breast-feeding not only transfers antibodies but also other infection-fighting agents from mother to child and enhances functioning of other immune systems (Berk 131). Although for a working mom after returning from maternity leave breastfeeding a baby for every meal might pose its difficulties. I would encourage my friend to try things like pumping while at work and substituting those meals with formula. Nutrition is especially crucial for developing in the first two years because the baby’s brain and body are growing so rapidly (Berk 130). Being able to breast feed for this long would provide a baby with the best nutrition but even being able to breastfeed for a period

Language development is one of the most important milestones fulfilled during infancy and early childhood. Though, there is no exact answer as to how an infant learns language. I believe that the ability to learn language is something that comes from our interactions with people, such as parents, teachers, other children, and just about anyone who is in our lives for extended periods of time that may aid us in this stage of development. Though this may not be the way infants learn language, empirical research has been done that supports my belief. One such study relates the quality of center-based childcare to cognitive and language development. Another study found an association between infant gaze following and pointing and vocabulary growth. Lastly, a third study found a significant relationship between book reading and the development of language.

The purpose of this study is to examine written language produced by typical developing children in Grades 2 through 4. The researchers examined two common academic discourse genres, narrative and expository by analyzing, microstructure and macrostructure of student writing samples. Overall, the researchers are examining the progression of linguistic elements and expository writing development in school-age children’s narratives. Speech language pathologists have a duty to analyze and assess clients who might have a writing disorder. This study applies to communication disorders because in order to know what abnormal is a therapist must study from typical language developing children. By creating baselines and normative data the therapist can then compare and contrast the client to his or her peers. This study will help both clinicians and educators understand the fundamentals of the developing writer and validate, reliable assessment methods. The study will examine microstructure and macrostructure in narrative and expository writing samples produced by elementary school students. This study extends from previous studies and will add onto the existing literature. The study looks at the development and relations among typical writers while looking at microstructure and macrostructure of a child’s writing separately in two different discourses. A total of 93 students initially recruited but by the end of the study only 89 completed the study. The four students left

Yesterday, I went to the mall and I have observed few babies in the children center, and I saw the babies mostly talked out the right side more than the left side. Before I went to the mall, I predicted babies will move the mouth of right side more than the left side because I think it like handedness that most people is right handed because the right side always make people feel comfortable when do something. However, that is just my opinion because in the textbook third paragraph on page 138, it says, "The infant's brain has a generalized set of tools that it employs across all of the subdomains of cognitive development. These tools allow infants to extract general principles from all kinds of specific experiences, including language" this is means when babies talking, the left or right mouth side move is depend on the brain function. In addition, I also researched more information about talking babies, and I found when the emotion and language are connected to the brain function.

Language development within small children is an essential life skill due to the constant need for communication in the modern world. Author Bjorn Carey writes the article entitled Talking directly to toddlers strengthen their language skills using research from Stanford University psychologist to prove said statement. The author begins by stating facts about socioeconomic statuses playing a significant role in the language gap, vocabularies, and language test scores among smaller children. Children from lower income house holds tend to have a smaller vocabulary than those of more advantaged ones. These new studies that the article is based around suggest a way to compensate for these barriers. Unlike previous studies, this one would be taken

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

By using the analysis of what children know and are able to do to plan next steps in instruction, I can help children reach their full language and literacy development potential by creating challenging and engaging lesson plans. Collecting and analyzing data on student strengths and weaknesses helps me determine what activities we should do in order to advance the student’s skills. In order to determine what my student knows and is able to do, I administered a Bader Reading and Language Inventory. This assessment provided me with information on his independent, instructional, and frustrational reading levels as well as his comprehension, accuracy, and fluency pertaining to varying grade-level passages. According to this assessment, my student’s

Early literacy experiences set the foundation of learning for students. Strengthening literacy skills, particularly language and word recognition are essential to the growth in literacy. The pre-school years can provide rich experiences in early reading. All encounters with language are prime examples of early literacy exposure, for example, reading to the child, the child observing others read, recognizing letters, and listening stories. These experiences are so critical to pre- reading, that students who enter school from homes that are not afforded these experiences, begin the school experience behind that of their peers.

The prevalence for preschool language disorder estimates between 2% and 8%, with 5.95% being the median.

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

Teaching and learning language at early ages is easier than learning it at older ages as Chiswick & Miller, (2007) emphasized in their study that proficiency in spoken English decreases with age. With that notion in mind, it comes as a surprise that the English language is introduced so late in the public school education curriculum in Saudi Arabia. Over the years as more Saudi students leave their home countries to study in English speaking countries, the demand for English speaking skills that are beyond just being conversation