The Advantages And Disadvantages Of Early Language Development

All language theorists acknowledge nature and nurture both play significant roles in children’s language development. However, the theoretical debate to whether nature or nurture is the dominant tool during a child’s language

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.

In her article, she mentions that Sociologists and linguists will probably tell that a person’s developing language skills are more influenced by peers (Amy Tan). However, Amy Tan thinks family condition is very foremost for a person’s spoken English. Most of the time, people always can not find the distinction when they get used to a thing. If people do one thing for a long time, they always think it perfectly normal. In addition, the language spoken by the family plays a large role in shaping a language of the child. Her mother’s English still limits people’s perception of her. Furthermore, her mother’s English almost had an effect on limiting her possibility as well.

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.

Research has shown that in areas of social disadvantage, at least 50% of children have delayed language. (Locke, A., Ginsborg, J., and Peers, I. 2002) however, it’s important to note that children and young people from all areas and backgrounds can have delayed language.

Social class also brings other resources to children besides extracurricular activities. One being a higher quality in education. In the article, “Before a Test, Poverty of Words”, Ginia Bellafante discusses the correlation of class to education. Bellafante interviewed Steven F. Wilson, who states that these children in his institutions were “word deficit” (Bellafante, 34). Meanwhile, Bellafante supports Wilson 's comment with her own previous experience when she witnessed a boy around the age of three who was being immersed into a “continuous receipt of dictation” (Bellafante, 34) by his “affluent, ambitious parent” (Bellafante, 34). This experience also proved accurate as Bellfante 's article comments that “children of professionals were, on average, exposed to approximately 1,500 more words hourly than children growing up in poverty” (Bellfante, 34). Being deficient in vocabulary can affect a child 's ability to attend a top tier educational institution as they will be less prepared for

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.

The authors describe their early work during President Lyndon Johnson’s War on Poverty initiative of the 1960’s, which focused on the early acquisition of language among preschool children. The children were engaged with activities designed to broaden their vocabularies and the researchers used this data to evaluate their language growth and to compare the language growth of children in the program who were of a low socio-economic standing with preschool children of professors who taught at the University of Kansas. Hart and Todd found that the increases in the vocabulary of the children of poverty, although initially encouraging, were distressingly, short-lived. Although the children could be taught new words, the rate at which the new vocabulary

Many factors affect the rate at which a child develops language. Sometimes language development slows down while a child is learning other skills,

How do both nature and nurture interact in the promotion of language development in young children?

The findings support that experiencing language fosters development of vocabulary through positively influenced processing efficiency. It has also been seen that children from higher socioeconomic status families show greater interaction and exposure to language which leads to larger vocabularies as well as efficient real-time processing (Fernald, A., Marchman, V. A., & Weisleder, A., 2013). Ultimately, children who are more exposed to speech are able to interpret words, create mental lexicon representations leading them to be able to familiarize with words quicker and with better accuracy during speech in real-time. This ability later shows rapid growth in vocabulary. (Weisleder et al., 2013)

Numerous studies have been done in this area as there are many children living in poverty in North America and all across the world. There are roughly over one billion children living in poverty around the world (United Nations Children’s Fund, 2010). The Food and Agriculture Organization of the United describes poverty as “Lack of knowledge and good skills in herding was widely given as a main cause of poverty.” Living in poverty can seriously affect a child’s life as the child would not be able to go to school or would do poorly because there was nothing to eat at home so they would not be able concentrate. The child when old enough would have to work all day to make money for the family and many other harsh realities throughout their lifetime. Throughout the course of this paper I will be explain how poverty effects language development of a child because of the reasons of parental education and having a low socioeconomic status. In this paper, I do talk a lot about school statistics a number of times but that is because I believe if one does not have their language skills fully developed the results will show in their work ethic and grades in school. It is important to understand that poverty does not have a direct consequence to language development but it is things associated with poverty such as parental education, health care, child care, low socioeconomic status and many other variables that play an influence in

Social disadvantage is hard to summarise in one single definition as there are a number of ways to measure it such as level of employment to health and life expectancy. However it is still problematic to solely conclude the existence of social disadvantage from measures such as these as Clegg and Ginsberg (2006:10) note how a family could have a good occupation and economic state, but If they reside in a poor neighbourhood it could have an effect on development. Due to the difficulty defining social disadvantage researchers have tried to distinguish between poverty status and SES (socio-economic status). Within this guideline three measures to determine it are taken into account: Occupation (often paternal), level of parental education (often maternal) and economic deprivation. The level of SES is therefore a useful way to determine the degree of social disadvantage, with low-SES being a useful way to define it. With this definition there has been an increasing level of focus on the issue of children from low-SES backgrounds displaying limited success academically than that of children from more socially advantaged backgrounds. In relation to language, this academic underachievement has been attributed to language skills inadequate for accessing the curriculum (Clegg

Early language development predicts the amount of vocabulary knowledge as the child develops and is a key factor that is linked with later academic achievement (Pungello et al., 2009; Weisleder & Fernald, 2013). Also, background factors must be analyzed and assessed, in order to understand how language growth differs from one child to the next. Exposure to speech is very important and helps influence early development of language and the processing speed (Fernald, Marchman, & Wielder, 2013 as cited by Weisleder & Fernald, 2009). A study done by Kwon et al., (2013), found that play has a significant effect on the language complexity for children’s language use pertaining to the structure of play or activity setting (free play), however the gender of the parent did not influence the language growth for the child. Furthermore, children are able to identify familiar words when speech is directed towards the child and not over heard, facilitated vocabulary learning at the age of 24 months (Weislder & Fernald, 2013). For example, over hearing adult conversation is not as beneficial towards the child’s vocabulary learning.

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