Why A Parent 's Help And Guidance Important For A Child 's Linguistic Development

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

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.

According to Hutchison (2015), around age four, children expand their vocabularies at an ever increasing rate and are able to incorporate new words into eight to ten word sentences, “but the most remarkable aspect of language development in early childhood is the understanding of grammar rules. By age four, young children in all cultures understand the basic grammar rules of their language. They accomplish this mostly by a figuring out process.

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.

Chomsky argues that every child has a ‘Language Acquisition Device’ or LAD which encodes the major principles of language and its grammatical structure into the child’s brain. Children have then to learn new vocabulary and apply the syntax structure from the LAD to form sentences. Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is irregular. Language exists in the mind before experience. Noam Chomsky he then believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Adult’s speech is often broken up and even sometimes ungrammatical. Chomsky’s theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be ‘hard-wired’ to acquire the grammar. Every language is extremely complex, often with indirect distinctions which even native speakers are unaware of. However, all children,

The second major theoretical theory discussed, responsiveness and pragmatics, discusses how secondary intersubjectivity is how infants are learning about language and how it is a tool and is “a sense,” which they come to realize from daily interactions with the people around them. As we learned in class, “pragmatic development occurs in conjunction with social development” and as the article states, language is what allows infants to know when, to whom, and under what conditions to speck, which concludes that the more responsive parent will allow their child to become more aware of the

And by the age of 3, most produce sentences as readily as laughter and tears. With vocabulary comes meaning culture, identity. Words become communication. Parents, grandparents and other family members inculcate traditional values and language-the mother tongue. That mother tongue creates the world in which the child learns to pray and

Syntax acquisition refers to the ability to organize and structure the sentence components. A child acquires this ability at the age of 18 months. At this age, a child has the capacity to put single words together to form a two-word sentence . This ability is enhanced by how much its primary caregivers socialize a child. Moreover, semantic is concerned with the use of right words within the right context so that the expression can make sense. During the phonological stage, children tend to overuse few vocabularies they possess to refer to numerous objects than it is reasonable. Some linguists hold that children utilize these words judging from similarities of sound, shape, and size. However, as a child interacts more with the language, he/she

The linguistic theory of language would say that the origin of a language problem is because the child has an impaired language acquisition device (LAD). For this theory, language is essentially an intrinsic skill of an individual, which means that it is not determined by the input of others or the interactions that an individual experiences. Instead, if there is a language problem, it will be the fault of the individual’s inner LAD, which is what leads to the acquisition of grammar in the individual. This LAD helps

Jean Piaget was the most influential theorist on this topic. He proposed that toddlers go through four stages of cognitive development. It begins around age 2 with sensorimotor thought. During this period toddlers lack object permanence, the idea that when something disappears it still exists its just not there right now, and they have no representational thought. However by the end of this period toddlers should develop object permanence and can engage in representational thought. Piaget also suggested that toddlers think in schemes and need to accommodate new schemes into their already exiting schemes. Furthermore language development is very important. Noam Chomsky argues that language is innate within us and that when we hear a certain amount of language, we activate this Language Acquisition Device. He argued that Skinner’s learning theory was incorrect and that language is this innate knowledge that anyone can develop with no cognitive skill. However we know that there is a sensitive period for toddlers to learn language. The nativist theory focuses on just the biological portion but does not touch on the socialization of children and how that can effect their language

Language development in children is influenced by a variety of factors however often begins with the use of a few recognisable words around their first birthday. Children’s initially focus is on their immediate environment and the development lexical words. At this stage children begin to use language to communicate with parents, carers, siblings or other family members. The purpose of communication is to instruct those around them to satisfy their needs and desires (McDevitt et al., 2013, p.351). The use of language to communicate preferences and wants is referred to by Halliday as the instrumental function whereas the use of language to control others is referred to as the regulatory function of language (Fellowes & Oakley, 2014, p.29). Piaget

There are several theories regarding language development. Work by Chomsky, Piaget and Kuhl are critical. Studies by Chomsky, as examined by Albery, Chandler, Field, Jones, Messer, Moore and Sterling (2009); Deloache, Eisenberg & Siegler (2003) argued for the innateness of language acquisition due to its complexity. Development is assisted by a language acquisition device (LAD) and universal grammar both of which holding the propensity for commonalities throughout all languages. LAD is the key to the Syntax rule. The knowledge to master the rules is held unconsciously. Chomsky concludes exposure through auditory channels as being the only requirement for learning. Arguably Kuhl (2010) writes infantile exposure to language through auditory channels only, does not contribute effectively to learning indicating the importance of human interaction. Piaget, as discussed by Ault (1977) postulated language as not being part of the earliest stages of development. Signifying within sensorimotor stage, between birth and two years, the child’s development is too reflexive. Gleitman, Fridlund and Reisberg (2004) discuss the critical period hypothesis and suggest the young brain being more suited to acquisition than the adult brain. Lenneberg (1967) (as cited in Gleitman et al 2004) advocates, brain maturation closes language acquisition capacity window. Kuhl (2010) identified, within the critical period babies develop

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.

There are three major theories of first language acquisition, which are nativist approach, behavior approach, and functional approach. There are still some scholars who challenge these theories. As to nativism, Chomsky (1965) held the view that we are born with a genetic capacity to perceive and acquire the language, and that the capacity is contained in the language acquisition device. He proposes that the language organ helps children acquire languages. In another word, the theory proposes that children are born with the knowledge of natural languages. In this theory, this language development is part of children’s maturation or growth, and this process is based on suitable speech input. Also, nativism believes that children can create language randomly, and the non-standard language proves that children have a set of grammar rules that applied serially in the brain. However, some scholars use the parallel distributed processing model (PDP) to challenge nativism and argue that our brain processes information simultaneously at many levels, so the rules of language are not applied serially in our brain (Brown, 2014). They say that PDP can better explain the neural connections happened in our brain when we perceives or use languages.