University of St. Thomas EDUC5355 Chapter 10—Cognitive, Language, and Literacy Development, 1-3 Dr. Ann Weiss The University of St. Thomas The Young Child.

Slides:



Advertisements
Similar presentations
5-1 Chapter 5: Stages and Strategies in Second Language Acquisition With a Focus on Listening and Speaking ©2012 California Department of Education, Child.
Advertisements

English Language Learners in New Jerseys Preschool Program Ellen Wolock Division of Early Childhood Education NJ Department of Education.
1 Preschool English Learners Principles and Practices to Promote Language, Literacy, and Learning A Resource Guide, Second Edition Published by the California.
1 Preschool English Learners Principles and Practices to Promote Language, Literacy, and Learning A Resource Guide, Second Edition Published by the California.
Chapter 4 Key Concepts.
WestEd.org Infant/Toddler Language Development Language Development and Older Infants.
University of St. Thomas EDUC5355 Chapter 7—Cognitive Growth and the Infant Dr. Ann Weiss University of Saint Thomas The Young Child EDUC 5355.
Authentic Assessment for Early Childhood Education EECERA Annual Conference Prague 31 st August 2007 Avril Sweeney, Ireland.
Language Special form of communication in which we learn complex rules to manipulate symbols that can be used to generate an endless number of meaningful.
Maine Department of Education Maine Reading First Course Session #3 Oral Language Development.
Copyright 2001 by Allyn and Bacon
Beginning Oral Language and Vocabulary Development
Stages of Second Language Acquisition
Vygotsky’s Theory of Cognitive Development and scaffolding
Language Development & Communication Basic Components of Language: 1. Phonology – 2. Semantics – 3. Syntax – 4. Pragmatics –
Language and Communication Development. Agenda Language Development Theory Language Mastery Stages of Language Acquisition Listening and Understanding.
LANGUAGE ACQUISITION AND DEVELOPMENT STANDARDS KNOWLEDGE BASES PLANNING STANDARDS KNOWLEDGE BASES PLANNING.
INFANT LANGUAGE AND LITERACY Chapter 8. Language: our most “human” achievement. Language: our most “human” achievement. Any symbolic expression that has.
Chapter 9: Language and Communication. Chapter 9: Language and Communication Chapter 9 has four modules: Module 9.1 The Road to Speech Module 9.2 Learning.
Children’s Cognitive Development: Alternatives to Piaget
Copyright 2006 Thomson Delmar Learning. All Rights Reserved. Caring for School-Age Children Chapter 5 Development in Middle Childhood: Cognitive.
Vygotsky's theory of cognitive development (sociocultural)
Teaching language means teaching the components of language Content (also called semantics) refers to the ideas or concepts being communicated. Form refers.
Published by the California Department of Education (2009)
Cluster 2 Anita Woolfolk’s Educational Psychology
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Chapter 10 - Language 4 Components of Language 1.Phonology Understanding & producing speech sounds Phoneme - smallest sound unit Number of phonemes varies.
Interactive Innovations, Victoria, 2007
Educational Psychology, 7 th edition Jeanne E. Ormrod © 2011 Pearson Education, Inc. All rights reserved. 1-1 Understanding research.
Theories of Cognitive Development VYGOTSKY. Learning Objectives  Outline Vygotsky’s theory of cognitive development  Describe research to support this.
Oral language Talking to learn. © 2012 Pearson Australia (a division of Pearson Australia Group Pty Ltd) ISBN: Oral language Language is.
PED 392 Child Growth and Development. Definitions Language A symbolic system: a series of sounds or gestures in which words represent an idea, object.
First Language Acquisition Lecture #16. 2 First Language Acquisition  Why do we call it language acquisition?  Learning  Intentional process  Presupposes.
How Languages are Learned and Acquired
Lev Vygotsky ( ) Importance of culture and social interaction.
TALK DURING BOOK SHARING BETWEEN PARENTS AND PRESCHOOL CHILDREN: A COMPARISON BETWEEN STORYBOOK AND EXPOSITORY BOOK CONDITIONS By Lisa Hammett Price, Anne.
Language Acquisition A brief introduction to a selection of theories behind language acquisition.
LIN 5700 Applied Linguistics and Second Language Acquisition Session Notes Dr. Elia Vázquez-Montilla.
Comprehensible Input “Say WHAT?!” Translating “teacherese” into “studentese” with ease! ~Dr. Cindy Oliver.
Language & Literacy Practicum in Child Development 1.
1 Preschool English Learners Principles and Practices to Promote Language, Literacy, and Learning A Resource Guide, Second Edition Published by the California.
Chapter Eleven Individuals With Speech and Language Impairments.
 B. F. Skinner (operant conditioning, reward-based)  Children learn language through stimulus, response, and reinforcement  Infants learn oral language.
Educational Psychology Chapter 2 By: Angela Vaughan, Katrinka Newman, Heide Alston, & Diariece Jones.
Language Language - a system for combining symbols (such as words) so that an unlimited number of meaningful statements can be made for the purpose of.
Educational Psychology Ch. 2 Cognitive Development and Language Ashleigh Dunn 03/19/2011.
Psychology of Human Learning Edfd 302 mgmsantos. Language:  the words, their pronunciation, and the methods of combining them, used and understood by.
Unit 5 Seminar Cognitive Development Developmental Theories (Piaget and Vygotsky)
Language and Communication Development
Cognition  Refers to the way in which information is processed and manipulated in remembering, thinking, and knowing.  Includes: Memory, Thinking, and.
Language and Literacy Chapter 9 and 10. Language System of communication used by humans System of communication used by humans Chapter 9.
Language Objective: Student will: be able to identify the structural features of language be able to explain theories of language be able to explain stages.
Supporting Children with Speech, Language and Communication Needs (SLCN) Monday 21 st March Emily Alderson – Speech and Language Therapist.
Theories of language acquisition
Working with Young Children who are Learning English as a New Language D.Badamgarav Ts.Bayasgalan N. Khishigdulam MSUE TESOL conference, 2014.
Child Psychology~Psy 235 Language Development.
Language and Literacy.
Academic Language and English Language Learners
Foundation Degree – Supporting Teaching and Learning
Piaget and Vygotsky.
Second Language Acquisition
Today’s class Listening, Speaking, TEE Review Learning theories
Learning and Teaching Principles
Over the past fifty years, three main theoretical positions have been advanced to explain language development from infancy through the early school years:
Constructivist Theory of Learning Piaget & Vygotsky’s Views
Over the past fifty years, three main theoretical positions have been advanced to explain language development from infancy through the early school years:
Scaffolding and Zone of Proximal Development
Over the past fifty years, three main theoretical positions have been advanced to explain language development from infancy through the early school years:
“Empowering Children and Teachers Through Meaningful Conversations”
Chapter 9 Language Development.
Presentation transcript:

University of St. Thomas EDUC5355 Chapter 10—Cognitive, Language, and Literacy Development, 1-3 Dr. Ann Weiss The University of St. Thomas The Young Child EDUC 5355

University of St. Thomas EDUC 5355 What is Language Development? Children learn language as they interact with responsive adults and peers and experience language use in meaningful contexts.

University of St. Thomas EDUC 5355 Essential Language Systems 1. Phonology 2. Vocabulary 3. Grammar The basic sound units of language Words and word meanings Phrases and sentences that make sense and are correct Answers

University of St. Thomas EDUC 5355 Essential Language Systems (con’t) 4. Pragmatics The appropriate use of language; rules for communicating effectively in diverse social situations. Pragmatics includes --Rules of politeness --Conversational Skills --Extended discourse, for example: Telling a story, Giving an explanation

University of St. Thomas EDUC 5355 Stages of Language Development 0-2 WksCrying 1-6 wksRandom Vocalizations 2-3 mosSqueals, gurgles, coos 4 mosChuckles 6 mosBabbles 9 mosEcholalia mos Holophrases, intonations; Overgeneralizations 18 mosTelegraphic speech

University of St. Thomas EDUC 5355 Language Acquisition: Maturationist Perspective Biologically determined. Chomsky-LAD-explains why children produce word forms and sentences never before heard.

University of St. Thomas EDUC 5355 Language Acquisition: Behaviorist Perspective Acquired as a result of classical conditioning. Child’s language shaped until resembles model: wa-wawadderwater

University of St. Thomas EDUC 5355 Language Acquisition: Cognitive Perspective Piaget Cognition influences language Internal structures for language but must interact with environment. Language acquired after concepts.

University of St. Thomas EDUC 5355 Language Acquisition: Cognitive Perspective (con’t) Vygotsky Language influences cognition Interaction between maturation and social experiences. Language allows children to organize and integrate experiences/self-communication Scaffolding facilitates concept development by providing verbal information. Zone of proximal development is the level of concept development at which a child can learn with help.

University of St. Thomas EDUC 5355 Scaffolding Children’s Language Development Scaffolding... Guides and supports the child’s language learning by building on what the child is already able to do Moves child from a lower to a higher level of language use. Builds language and literacy skills in young children. Builds English as a Second Language skills.

University of St. Thomas EDUC 5355 Scaffolding Children’s Language Development To SCAFFOLD children’s language, teachers … Model the use of extended language and rich vocabulary Use questions and prompts to extend children’s language Give children adequate response time Expand children’s ideas, using new vocabulary and syntax] Request clarification Promote questions and conversations among children Provide feedback to encourage, interpret, and evaluate children’s responses

University of St. Thomas EDUC5355 Chapter 10—Cognitive, Language, and Literacy Development, 1-3 Dr. Ann Weiss The University of St. Thomas The Young Child EDUC 5355