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