Personal Expression, Empowerment, Identity And Communication Skills Of Children During The Early Years And Schooling Period Essay

The connection between language and identity are our expressions, how we are able to show our ideas and feeling which parts of our ethnicity are. For example, in the reading “Aria: Memoir of a Bilingual Childhood,” the language was an important resource for the kids to communicate with their Spanish culture, show affects to their parents and have communication with their families. Nevertheless,

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

Thesis: All three authors portray the voice of many people, who, on a daily basis, are underprivileged of speaking their own language, thus, emphasizing onto the lives of linguistic minority students around the world and how they struggle to cope in school and at home.

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

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.

Deborah Fallows, the author, strives to show her readers that, while everyone does learn to talk, not conversing enough with children could negatively affect the way they learn language. She cites multiple sources, tells of her credentials, appeals to emotion, and ultimately creates an effective argument supporting her

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.

Children do not come equipped at birth with the words of their language, but instead, they must be learned from the community of language users around them. The words a child hears are part of his linguistic environment, but the linguistic environment is embedded in a larger picture that includes the child's natural, everyday interactions, and experiences with objects, activities, and caregivers. It is in this rich, multimodal domain that children learn their first words, and so it is in this domain, a child's everyday life at home that he situates the study of early word learning.

Language development entails the abilities of listening and understanding, and has proven the fact that babies still in the womb attend to the sounds of language from their environment. Language ability is defined as a representational thinking meaning having the know how to use things like symbol or images as a mental reminder. Researcher Vygotsky have the notion that language develops mainly from social interactions and used for communication purposes. (Weisberg, 2013). Play is a very vital instrument in language development for children ages 3 to 5 as it incorporates many of the socially interactive and cognitive elements that are needed to enhance this skill. Young children learn to make up words from the sounds they hear then try to figure out the meaning of them by combining them with their environment which results in a major achievement for them when reached. Interesting enough it is proven that by age 5 – 6 children has the capacity to recall parts of stories begin to tell stories and can recite their address, name etc. It is said that toddlers learn to speak words and a remarkable pace and hence grasp the understanding of how to use language to express their needs or even engaging in a short conversation.

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.

Language learning and communication is a general experience or skill for the children across different cultures. They develop the sense of language skills and communication in the setting of their own culture and social values and develop by interacting through meaningful relations. Children spend the primary years of their life building the base for language, as they learn from what they see and develop sense through interactions with their parents, family member and their environment (Dalton & Bergenn, 2012). To fully analyze the concept of language and literacy learning we have to adopt the sociocultural approach. This theory explains how a children’s mental and psychological functioning’s are related to the institution, culture and historical contexts that they are brought up in. So, the sociocultural approach focuses on the contribution of adults in social interactions and socially organized activities that influences the psychological and language development of the children. In this paper, we will conduct a comparative analysis on the roles of adults in a child’s language and literacy development.

From when a child is born, they are hearing language, and learning skills from their surroundings. Whilst the child’s developmental stage is a factor within language acquisition, the nurturing via social interaction, is vital in this acquisition. The way in which a family communicates is mimicked and through this, the child learns language in an “entirely social context” (Gee, 2011). Therefore, the

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.

From the time a child is born, language development becomes an important factor. A child’s language develop can be inhibited or improved for many reasons. If problem should occur, a child’s social and academic skills can be affected. Poor language development can prevent effective communication, self-expression, and cause problems when making friends. Isolation, shyness and distraction can become also become an issue. Academically they can experience issues with reading and limited vocabulary and poor grammar use (Factors Affecting Language Development in Children).