Interactionist Perspective On Children

There are 4 theoretical perspectives. The different theoretical perspectives vary in their focus on the role of nature and nurture as well as the emphasis on one or more of the five aspects of language knowledge. Throughout this chapter, the focus will be on recognizing how nature and nurture interact and can be related. It provides a framework for understanding the complex ways children develop language as they interact with people and objects in their environment, school and home

When evaluating factors that influence interactions, in this case the preferred language style was to speak to the nursery children more on their level without using words they don't understand or personal jargon that only I understood. This was a positive influence on communication as I was able to do this effectively as I didn't have to change the language, I just

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.

Between the ages of 3-5 years children develop their own identities. Playing with other children, socialising through imaginative play and inventive games helps develop their understanding of themselves and those around them. They want to take on small responsibilities and help, seeking approval and praise from adults. They begin to learn about boundaries, why they are important and necessary. They begin to argue with their peers but are quick to forgive and forget. They will still have an outburst of crying when tired or frustrated. At 7 years old they co-operate and take turns, they may copy unwanted behaviour. They become more aware of the feelings of those around them and help console those friends. They also may have imaginary friends

Throughout a child’s early stages of life, language is used primarily for communicating with parents in order to get what they need. From as early as birth babies communicate through crying in order to tell parents what they want. Parents soon learn to distinguish between the hungry cry, the wet/dirty cry and the tired cry. According to Halliday, 1975, children begin to learn their first language from between six – eighteen months old. He believes children are learning a ‘system of meanings’. He looks at language from a functional point of view and suggests there are seven functions that language serves for young children. The first four of these functions ensure that social, emotional and physical needs are catered to, they are called, Instrumental, Regulatory, Interactional and Personal. Instrumental refers to a child using language to ensure they get what they need or want. The Regulatory function tells others what to do in order to control their behaviour. The Interactional function relates to the use of language in order to interact with the people around the child particularly those seen as important such as parents and siblings or close friends. The personal function relates to how the child uses language to explain feelings, and their own identity. The other three functions are used as children become older and want to know more about the world, tell stories and pass on information.

Swim delineates the importance of positive interactions with children, regardless of age or maturity level. Attunement is one of the three "A's" in childcare, and suggests that "feedback is in tune with or responsive to the behaviors or moods being currently displayed by the child." Aiden and his mother interact with each other in a way that highlights the strength of their attuned relationship. For example, Aiden repeatedly imitates his mother's facial expressions, which suggests that Aiden is responsive, or in tune with, his mother's fluctuating moods and behaviors. Through Aiden mimicking his mother's facial expressions, we can safely guess that they have formed a bond of trust and security.

Representation of Masculinity the Renaissance Family and Shakespeare's Macbeth Familiarity with Shakespeare's work often leads to awareness to the representation of masculinity, gender roles, and the patriarchal order as these subjects are often greatly reflected in his writing. Renaissance concept of order meant there was a shift from what used to be an Open Lineage Family, to a Restricted Patriarchal Nuclear Family. In turn, Renaissance families saw an increase in obligations to the church and state. Shakespeare (with the use of irony) often played with typical renaissance beliefs and ideologies, giving his work both historical and critical value.

I applied for the office coordinator's in the Coumadin department of Main Line Health on June 13, 2017. Main Line Health did not give me the opportunity for an interview. However, my peer, Mr. Michael Yuen applied for the same position, and Main Line Health extended an interview to him. Finally, the department offered Mr. Yeung the position as Office Coordinator in the Coumadin Clinic. Dr. Donald Yih is the director of the Coumadin Clinic. Dr. Yih and Mr. Yeung are both Asian.

JJ is a 3-year-old Caucasian male that is currently being observed in a daycare setting located at the Erie Community college in WNY. This observational study is to see what characteristic can help us understand how the developmental process is with JJ, and what part has more emphasis on social factors that is contributing to his cognitive development. JJ is in the Erie Community College daycare, while his mother or father is attending their college classes around 10:00 a.m. JJ is wearing a blue sweatshirt and a pair of jeans with sneakers. While observing him for the first five minutes, he was not engaging in the activities, while not really expressing any emotions towards the peers, teachers, and his environment.

There are many different variations of language, language that is seen, such as sign language, body language and written language, then there is the language that is heard, such as people speaking. There are over 7,000 spoken languages in the world alone without taking into consideration nonverbal languages. For adults and children alike, this can be overwhelming because in each language there are different behaviour patterns, different registers, different age groups and what is acceptable in one language may not be considered acceptable in another such as how close is too close to stand to someone else. For children who come from families whose first language is not English, this is even more difficult when trying to live somewhere that doesn’t predominately speak their first language, which is just one of the many differences people have to be aware of when considering diversity. This essay will examine the different environmental and circumstantial factors that may influence the development of children and the role that language can play in their lives as they grow, such as what and who children are exposed to, positive and negative influences such as adults and other children and the lifelong impact these surroundings have on the child.

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

They consider a child’s daily routine and activities highly influence an important role in their language development. Their theories focus on exploring how children socially interact within environments. They explain how children start to explore how language and communication works by inevitably adapting themselves to environments (Orfano F, 2015). This process confirms children are socially persuaded to be pragmatic. Depending on the context of the situation children listen to sounds and look at symbols movements and expressions from things around them. It acknowledges the importance of the environment in that it purports that children learn language as a result of communicative needs, in social contexts, and with social support. This evidence persuades them to deem nurture as the dominant

Linguistics taught me to explore how people interact with one another. I was always intrigued about language socialization. Language socialization made me sit back and observe how mothers interact with their children. Most people aren’t handed manuals about how to teach their children how to speak, it comes naturally. It was amazing to finally learn more about language socialization because this is something that we do on a daily basis without thinking too hard about it. I’ve been babysitting other people’s children since I was younger. “Call and response” was something that came natural to me. I was taught to communicate with children through observations of other parents, family members, and even movies. Whenever I see a child it’s like someone hits a reflex on me. I automatically ask

First, paying attention to children improves the quality of the child’s communication. If parents, guardians, or other loved ones show an active interest in the child’s life, the child is more likely to communicate with their parents or guardians

Parental involvement in education is necessary in order for children to be successful when learning how to read. Children who lack support from their parents and guardians often have difficulty advancing in school, and those who do have parental support and positive home literacy experiences often find academic success at an early age. Children are expected to become fluent readers, and a foundation for reading must be established at an early age with the support of a child’s parents or guardians. Reading activities at home and the influence a parent has on their child is beneficial for young children in so many ways, and at home, parents can reinforce what is being taught at school with their children in order to create a better understanding of learned curriculum and reading skills. Strong parental support in education is an important aspect of a child’s reading development because print rich