Michael Halliday

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

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

The amount of amps to kill a human is somewhere between 100-200 MA(.1-.2 amp). This amount of electricity may seem like a very small amount, but this would kill you instantaneously. The amount of electricity that would be coursing through your veins would be too extreme. This however, is another story for the character Michael Vey, he is known as the living taser and this would be an under exageration. This 14 year old child carries enough voltage to stun and kill a full grown crocodile. To put that into perspective a human body would be fried with that many amps.

In an endless transfer of energy, we destroy in order to create. Michael Landy’s H.2.N.Y. Self-Destroying Work of Art (2006), currently on exhibit in the Art Gallery of New South Wales, tales an eloquent narrative of cause and effect between a selection of opposing forces. Dichotomies found within the destructive and creative process, linear and circular movement, and bound and unrestricted geometries are explored in this work under the pretext of conceptual refinement, compositional qualities and exhibition technique respectively. Landy’s drawing romanticizes the act of annihilation, with perpetual reference to Jean Tinguely’s Homage to New York (1960), and thus translates misadventure into a catalyst for the foundations of his underlying

Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language.

In order to understand the role of language in a child’s life, it is imperative to be able to understand the importance of language that a child sees. This includes having the ability to both read and write. In 1871, Charles Darwin wrote that man is born with the natural instinct to speak, but not with the instinct to write (Perera, Aparici, Rosado and Salas, 2015, p. 18). Writing was invented by humans to aid in the process of communication, and is deemed a necessary aspect in the process of a child’s language development (Ljungdahl, & March, 2014, p. 261).

Chomsky believed children have a biologically ability that allows children to learn the complexity of language in a short period of time. He proposed that the language acquisition device humans have, provides individuals with the skills that make learning a language simpler. On the contrary, other theorists affirmed that children are born with perceptual abilities and general thinking that allows them to understand the patterns of their native language. According to cognitive process theorists, children’s built-in perspectives present strategies on how to discover language by paying attention to patterns. Sociocultural theorists speculate that social interaction promotes language development. It includes language socialization so that children are taught explicit language instruction as well as indirectly communicating appropriate verbal behaviors. They value the importance of intersubjectivity to acquire new words in their vocabulary as well as internalization as a way to foster language development. Last theory discussed was functionalism, which pertains to the idea that language development is

As small children we can see language is our building block to development. Without language we are not able to develop and grow properly. We use language for more than just communicating our need, language is used to help us develop our mind and our thinking process.

Throughout the history of language, we have developed such a strong understanding on the effects of communication and how as humans we need this social standard to ultimately survive and get through day to day tasks, in this piece I am going to explore how at different points in time and different social standards how if we derive social context and human interaction from communication it separates and completely takes away from the sole purpose of ‘language’. We will look at how children in the classroom are constantly seeking cognitive challenges and how to attach information and knowledge into the process of developing a structured vocabulary and grammar system to communicate to the others around them, and how throughout time our need for

Even as newborns, babies have the beginnings of expressive and responsive language; they have the ability to hear and respond to sounds, including language, and they cry to express discomfort (Fellowes et al., 2010, p. 54). As they grow, children need to not just see, hear or read language, but make meaning of it and be able to analyse it (Green, p. 7). Michael Halliday (as cited in Fellowes et al., 2014, p. 29) identifies seven functions of language in these early years: instrumental, to satisfy wants or needs; regulatory, to control the behaviour of others; interactional, to collaborate; personal, to express oneself; heuristic, to discover and learn; imaginative, to pretend and create; informative, to share information. Children use these language functions within their family, in child care and school settings and in the community in ways that are relevant to their lives (Fellowes et al., 2014, p. 29). In order to develop their individual language capacities successfully children must have expressive and receptive language modelled for them as well be given the opportunities to participate in language experiences, (Fellowes et al., 2014, p. 17). Children who frequently see expressive language modelled competently are able to communicate their needs in a socially acceptable way, as well as regulate their needs effectively (Cole et al., as cited in

Children have a strong motivational instinct to communicate in order to be fed and understood. Children then start making language with their parents, and later with other adults. After that children try it out by repeating words and phrases, talking to themselves, which is basically as Harmer (2007) stated playing with the language. Harmer (2007) summarizes this by stating that exposure to the language, motivation to communicate, and opportunities to use the language need to be present in order for children to acquire a

It's well documented that physical interaction and play are huge drivers of language skills. Children learn a lot while playing with their friends and playing "make believe" with adults. The use of their imagination and physical interaction helps aid in language development.

Language development in the early years is a milestone in the growth of a child, signifying major learning developments and cognitive engagement (Raising Chldren, 2015). Green (2006) notes that a child’s first experience with language is essentially at home. Since the use of language is purposeful, meaningful and functional, the majority of children are successful in learning and pracitising their first language from interactions and imitation (Gee & Hayes, 2011). Within one year, children develop foundations that underpin language and speech development although learning language is a continuous, lifelong process.

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.

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.