Explain Three Practices That Support Language Development

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.

Language is a social cognitive function that developed out of our need to share ourselves with others. From their earliest days, infants feel this same need to express themselves. The mother, who is one of the first and most prominent people the infant interacts with, helps to create a bond with the child. Now the child is growing with someone whom they feel safe with and trust to share his or her inner self with. This is particularly true when the child is securely attached to his or her mother. Despite the lack of studies that directly connect attachment theory and language development, there are substantial similarities between the two ideas.Both secure attachment and infant language development flourish in mother-infant relationships that

The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions.

There are many factors which can aid language development, particularly through writing (Watts et al., 2013). Jones and Coffey (2013) identified that writing should be developed procedurally through copying, initially at word level- to learn spellings and develop familiarisation with vocabulary and individual letters. Before then progressing to phrase-level and on to sentences. It is thought that through copying the children are beginning to memorise the vocabulary and can help them to engrain key sentence structures, as they pay close attention to the individual words and spellings. Macaro (2006) has also identified that copy-writing is often used as a way of remembering spellings for new target vocabulary. Hurrell (1999) criticises the motion of copy-writing: as it gives the children too many things to focus on.

‘A tiny sixteen-month-old child toddles off down the garden path. Close behind her follow two adults. She pauses, looks around and says meaningfully: “Windy.” The adults scribble furiously in their Woolworths notepads.’ Homes all over the world, scenarios like this are repeated in a way to experience every tiny word said by the child, it is almost an achievement and a breakthrough for some parents to hear their child say, ‘mama’ or ‘dad’ for the first time but what is put into this development is what is earned back. Language acquisition is established all around the intellectual development of a child.

Lastly, it is important to include Norm Chomsky every time we talk about language acquisition. Through his studies we can say that children can learn a new language because of their innate ability in their brain to be able to classify different words, specifically grammatical terms. He suggested that we have a device in our brain which he called a Language Acquisition Device that allows children to notice the differences between two languages. In my opinion if all of us have this device. All the child needs to stimulate it to be able to learn those important first words that a child is going to need as they further exposed into a language.

If used correctly, reinforcement can be a very effective tool when it comes to the development of language. Positive reinforcement gives a child an incentive to do whatever it is that will result in a reward. In my opinion, positive reinforcement, in many ways, is just an innate reaction to a positive behavior. If I’m with a child and they do something good, I don’t think twice before I praise them. Positive reinforcement is not running through my mind, I simply wish to compliment their great behavior. Reinforcement motivates a child which is necessary in trying to develop language skills.

With this article I have come to understand that with parents taking more hands on steps with their toddlers, these toddlers will learn to speak more fluent than less helped children. With my class psychology 201s and this paper it has helped me learn how (SES) plays a role in toddlers learning speech. This was a very useful paper in many factors, such as giving you the information of how toddlers learn and how well they learn. In my writing I will cover the process of how toddlers learn speech, with how the adult teaching process plays a role in their learning, and ways adults can help improve their learning.

By Mark Gerig (2014), through the ecological environmental theory of Bronfenbrenner, we can see how the psychological aspects are interrelated in the infant’s self-recognition, expressions of their emotions, learning their language interrelating with their parents, siblings and environment that surrounds them. Where the stimuli and experience environment form a big factor in the formation of his language, according Marcia James & Ruthellen Josselson (2013), the support and Involvement of caregivers and teachers create and facilitate language learning in an infant from birth. Providing you through affection and interaction, as indicated by the theory of virtue Erikson Life stage Basic trust vs. Basic Mistrust, (0-1 year) where from birth through the care and affection of a link staff sense of meaning, and inner perceptions of trustworthiness that will be critical to its development is developed, which extend in the second stage of Autonomy vs. Shame (1-3 years) in which he begins to discover his independence and through the relationships will strengthen their sense of ability to perform task or otherwise develop doubting of efficacy, all of which form basis of information needed to build your language

The study solidified the theory that social interaction is key to a toddler developing his language. This study proved that children with mothers who talk and text frequently, or disengage from their children, are less likely to learn the new words. This disengagement distracts the toddler and thus interrupts the important cognitive processes occurring in the brain to map the new words. This study was effective because of the intention and concern in its design. The researchers did an amazing job explaining the material and taking great pains to control as many

Infants are known as “citizens of the world” because they can tell when sounds of syllables change no matter what language is being spoken. As infants grow they become more aware of the language being spoken to them by their parents. One very popular way parents help their children learn to speak, is through parentese. Parentese is also known as, child-directed speech. This is a language spoken in a higher pitch, using simple words and sentences (Santrock 2012, pg. 98). Almost every adult who speaks to a baby uses this language, it is and automatic and unaware action we do. Parentese, or child-directed speech, captures the child’s attention so they are more aware of what the parent is saying and so they can maintain communication (Santrock

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

Nearly every theory of language development recognizes that there is a critical period for learning language. During this critical period a child must receive environmental input for normal development. Parents and caregivers are an extremely important piece of this environmental input and the best way for caregivers to teach their children language is to simply talk to them—a lot. We know that children often say their first word between the ages of 11 and 14 months, and there continues to be a lot of variability in language development; is this a result of nature or nurture? Zimmerman, Christakis, and Meltzoff (2007) studied the effects of media viewing on language

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

Language is one of the valuable gifts which have been passed to children. The first language is significant and builds the basis for all later language progresses. Parents, family members and early childhood professionals have very important role on the development and maintenance of the first language. Studies shows that knowing one language can assist the child to comprehend how other languages work. First or home language is