1. CHAPTER 2: Theoretical Perspectives and Contexts of Language Development
Language Development in Early Childhood Education
Fourth Edition
Beverly W. Otto
Adapted by Dr. Laura Taddei

2. Theoretical Perspectives: An Overview
Nativist
Cognitive Developmental
Behaviorist
Interactionist

3. Small group activity
Groups will research the theoretical perspectives and come up with a list of important information to share with other groups. You can use the board or flip chart paper to create your list: Group 1 – Nativist Group 2 – Cognitive Development Group 3 – Behavorist Group 4 - Interactionist

4. Nativist Perspective Emphasizes inborn or innate human capabilities
Noam Chomsky
Universal grammar
Language acquisition device/LAD
Noam Chomsky and Steven Pinker are major theorists for this perspective
Universal grammar – rule system is an innate part of human mind; all humans can learn their cultures specific language
LAD enables children to process and acquire language through innate knowledge of grammatical classes

5. Implications of Nativist Perspective for Early Childhood Classrooms
Provide opportunities to explore language
Activate LAD
Read-alouds and book sharing
Opportunities to draw and write
Explore language in both oral and written ways

6. Cognitive Developmental Perspective
Language is acquired as maturation occurs and cognitive competencies develop
Jean Piaget
No unique language learning mechanism

7. Cognitive Developmental Perspective, continued
Key concepts
Sensorimotor stage
Object permanence
Symbolic representation
Schemata
Preoperational stage
Sensorimotor comes from a child’s sensory experiences only;
Object permanence – awareness that an object exists even when it is out of sight.

8. Object Permanence
Example of Object Permanence

9. Implications of Cognitive Developmental Perspective
Match learning activities with child’s stage of cognitive development
Sensorimotor stage
Preoperational stage

10. Behaviorist Perspective
Associations between stimuli, responses, and events following the response
Language is ‘taught’ through imitative speech and reinforcement
B.F. Skinner

11. Implications of the Behaviorist Perspective
Focus on stimuli and reinforcements children experience which involve language use
Positive reinforcement
Repetition and imitation

12. Interactionist Perspective
Sociocultural interaction
Vygotsky
Zone of proximal development/ZPD
Bruner
Language acquisition support system/LASS

13. Role of Environment Cambourne’s conditions Immersion Demonstration
Engagement
Expectations
Responsibility
Approximations
Employment
Response

14. Implications of the Interactionist Perspective
Wide range of social interactions
Positive emotional context

15. Brain’s Role in Language Development
Human brain appears to be ‘pre-wired’ for language
Language development occurs as specific regions of brain mature
Social interaction is critical for development
Language Development and the Brain - Youtube video

16. Terms – Create a Foldable
Choose the kind of foldable you want to create. Please look up the key concepts in the next two slides and create the foldable.

17. Key Concepts Neurolinguistics Central nervous system Neurons Axons
Dendrites
Myelin sheath
Axon terminal

18. Key Concepts, continued
Synapse
Peripheral nervous system
Cerebral cortex
Cerebellum
Hemispheres
Lateralization
Aphasia

19. Contexts of Language Development
Home
Community
School

20. Activity – Role Play – interaction patterns
Small group activity where groups will develop examples of the interaction patterns described in Chapter 2. Groups will be in groups of 2 to 3 students; Each group will be assigned an interaction pattern; groups write examples in a scene or vignette; describe the setting; how this interaction encourages language development. Groups can role play their scene/vignette for the class; other groups will ask questions

21. Patterns of Interaction
Eye contact and shared reference
Communication loop
Child-directed speech
Verbal mapping
Questioning
Linguistic scaffolding
Mediation

22. Home, Community and School Contexts
Cultural diversity
Social routines
Socioeconomic status
Learning environment and curriculum in school
Critical role of classroom teacher