The Effects Of Language On The Development Of A Child

Language development: Letter recognition- The children will identify upper case letters by corresponding the letters to familiar objects.

Nature and nurture both play various roles in children’s language development. Nature is a child’s inherited genetics and characteristics. Nurture is the persuasive influence a child develops from their environmental surroundings. The two have created many debates on whether one has more influence on a child’s language development than the other. In this essay I will discuss, the roles nature and nurture play in children’s language development, how they structure communication and the theoretical debate of their impact.

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.

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.

Language is a code made up of rules that include what words mean, how to make words, how to put them together, and what word combinations are best in what situations. Speech is the oral form of language. The purpose of this study is to find out the developmental stages the child goes through in the acquisition of language from birth to 5 years.

From Charlie and Claire’s presentation, I learned about the consistent behaviors of children with Down Syndrome as well as the importance of intervention and support through development. When I was in high school, I babysat Emma, a girl with Down Syndrome, regularly. I noticed that some of the mannerisms that Charlie continually made were similar to those that I knew Emma to make. For example, Charlie is active and likes to have control when he can, which was demonstrated when he asked everyone to put their computers away and led the “question answering session” in an orderly fashion. Much like Emma, Charlie shows compassion and the desire for human touch and interaction. I also learned about the potential role that an SLP might have as a child with Down Syndrome develops. I know that it is typical for children with Down Syndrome to have a smaller oral cavity, which results in a larger tongue for space provided. Thus being said, an SLP can work with the child through learning how to produce speech intelligibly. I noticed that Charlie was stuttering at certain points, but

It was such a pleasure taking this class. I was always interested in linguistics and wanted to dive deeper into the subject. Linguistics is a very broad topic with a lot of information to cover. While taking this class, the information provided refreshed my mind about many concepts and situations that I experience on a daily basis. It’s easy to wake up and take advantage of the day without acknowledging different uses of language. It’s imperative for everyone to become more aware of how everyone communicates; families, friends, employees, public figures, and even companies. Language is apart of who we are as a human race and it’s beautiful to break down the barriers and learn more about it.

The following is a review of the article “New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention” (Goldin-Meadow et al., 2014). The article discusses the research that was done on language learning in toddlers. I will summarize the purpose of the research, the methods used, and an interpretation of the findings. I will then discuss the findings in relation to developmental theories as discussed by Berger (2014). I will conclude with a reflection on how this relates to my own experience.

Alonte’ engaged in dialogue with himself when engaging in imaginative play. He gave a voice to his mom block and baby block in the observation. His shows he has symbolic play. He is using functional, socio-dramatic play and constructive play with objects according to Smilansky. He did all these when playing with the blocks and acting out real life roles while enjoying his play. His organization of play according to Parten is solitary and parallel. He played by himself, but beside his brother. He did look and watch him play at some points, then continue to do his own playing. At one point he did exchange words with his brother but never did associative because Alonte want to do his own thing no matter what his brother was making. This showed some independence performance. (Vygotsky) When building with the blocks and stacking them on top of one another, he used Brunner theory on play supports problem solving.

Everyday we are developing no matter our age, but it is how we develop children that will tell a tremendous amount an individual. How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Throughout the class, we looked at many theorists during the course of the semester as well as looked at many articles pertaining to the concepts of the development of children. The theorists and articles opened up our minds to a world that we have never seen before and concepts about child development we have never been taught but have seen in the practical work we do every week. What makes humans unique is the ability that we have to interpret the language being used, as Lois Bloom

The quality of language input influences child language development. Deaf children are unique in the sense that they often have a different modality of language from their parents, providing a platform to investigate the importance of language quality and onset. There are two categories of deaf children: deaf children of deaf parents (DCDP) and deaf children of hearing parents (DCHP). DCDP are referred to as native signers and make up 5-10% of the deaf community population (Lu, Jones, & Morgan, 2016). The language development of DCDP mimic that of hearing children in terms of onset, rate, and patterns of development (Morgan & Woll, 2002). Comparatively, DCHP make up the other 90-95% of the deaf community population and are only exposed to sign

From the moment we are born, our environment prepares us for this journey we call life. We learn to communicate both verbally and non-verbally. In my opinion and based on three studies, socioeconomic status, the child’s gender, the amount of language they hear from their caregivers, word mapping, and social intent all effect the child’s vocabulary size. According to Spencer, Clegg, & Stackhouse, “the links between socioeconomic disadvantage and early language development are well documented with reports of up to 50% of young children from areas of socioeconomic is advantage having language delay. According to Pasek, Golinkoff, and Hennon (2006), research states girls showed a quasi-linear positive gain in language across secondary school, while boys began with a decline and then accelerated.

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.

The acquisition of language and speech development takes place over a period from birth to around three years of age and in early childhood from the ages of four to six. The development is quick and passes through similar stages in all children not depending on the language that you acquire. The process of language development is therefore universal, namely the development of sounds to words and grammar of the language (Bates and Goodman, 2001).

Our native language consists of a set of phonemes that we learn to discriminate during language acquisition. Infants are born with perceptual sensitivity for phonemes outside of their parents’ native language, which is a result of the fact that they have not yet practiced nor learned the phonetic rules of their language. These feature detectors for phonemes that are not used during language development will atrophy and the native phoneme feature detectors are retained (Eimas, 1975). For example, in English we do not easily discriminate between the voiceless p (such as when it comes in the middle of a word like in “spit”) and aspirated p (which occurs when at the beginning of a word like in “pit”) (Harbeck, 2015). In other languages, this subtle difference actually changes the meaning of a word; Mandarin, Thai, and Hindi for example, use the voiceless and aspirated p as entirely different phonemes. Thus, we would expect a speaker of one of these languages to have a good ability to distinguish these phonemes in a task, while an English speaker may have some difficulty.