Factors in Child Language Development

Factors in Child manner of speaking studyAcquisitions of newsworthinessing and literacy skills ar important to be internalized as ahead of clock as possible in the training of the babes early education. The minor starts containting such langu time and skills as from the moment s/he is born(p) and not as s/he starts school which skills evolve and stick more complex as the pincer matures. Hence the first major steps in dustup are taken at family and then built on and reinforced at school as the kid mixes with other clawren, sever whollyy from distinguishable stage settings and under the t severallyers guidance. The school and educators moldiness strive hard in getting a glimpse of each individual baby birds background because only in knowing what baggage the nipper has brought with him to school, the educator is able to see the human beings from the pincers perspective. This is very much in line with Piagets theory of learning since he stresses upon the cir cumstance that learning depends on a number of factors which include the childs prior knowledge, age, maturity, social and family influences, contextual climb as well as ways of learning. The educator must and so get in touch with such knowledge about each and either child in discipline in order to inspection and repair and support children in organizing their prior knowledge, which is a product of family and background influence. The grandeur of the adults or educators division in the exploitation of the childs expression and literacy has been recognized since it is the educator who sponsors the child be amaze aware of sealed aspects of the spoken intercourse and in so doing percentage and supporting the development of manner of speaking and literacy. The adult should be the bureau model for the child to imitate and emulate since children learn a conduct from exaggeration and hence inspection and repair the child reinforcing vocabulary and literacy acquisition. According to Piaget this takes browse through assimilation and accommodation of peeled knowledge which in turns leads to equilibrium. otherwise theorists, including the Nativists such as Chomsky and Constructivists such as Skinner amongst others, attempted to apologise how the child develops language and literacy skills. Vygotsky and posterior Bruner, who refined his urinate, attempted to explain how language developes language as a product of social interactions and environment. All un alike theories left a significant impact on our educational system.What characteristics at bottom the home environment promote strong development in these areas?domicile background marks the difference amongst children since not everyone is brought up the kindred and open(a) to the same environment. Wilkinson, (1980) argues that, bandage the adult can offer a certain resistance to his environment, the child accepts it, drinks it in. Thus the whole environment of the child should be a posit ive, harmonious one. (as citied in Bruce, 1997, p.18). Implying that children are easily affected from everything that happens approximately them, especially in their home environment, but unfortunately not every child downs a positive one. Early theories of development, including Jerome Bruner, argues that children learn a carry on from imitation and in recognizing the others unalike experiences. Same with language since children are all the time imitating others and in so doing imitating language heard and learning that different intonations and rowing create different meaning in different situations. Developmentalists, like Catherine Snow (1997) argues that even the quality of living and social level precede to the language skills the children are exposed to. (as citied in Bee Boyd, 2010 p.217).The mother or particular care giver is crucial in the development of the child and by implication this person leaves a considerable impact and influence on the childs exposure to l iteracy and besides in language development. Parents are childrens first and whatsoever powerful teachers and most important reference models. (as citied in Carlyon, Carlyon McCarthy, 1998). Particular vastness is given to the way the mother interacts with the child since language skills are transferred to the child. This sister directed speech is called motherese where the simplicity and repetitiveness of the adults speech helps the child in language acquisition as well as in picking out the quoteed grammatical framings used in speech. investigate suggests that motherese plays a crucial role in language development however these interactions start to interest the child mostly when s/he starts using language to eliminate for him/herself. The child then would attempt to repeat and use words heard and forms in his own speech to communicate temporary hookup the adult guides and supports the child by recasting sentences and modeling the remedy grammatical forms.In a literat e society just as learning to speak it is equally important to be exposed to and film literacy skills. However, such skills need much more effort for the child to splash into his/her cognitive and motor skills. Denny Taylor (1983) argues that literacy is part of the very fabric of the family life (as citied in Bruce, 1997 p.130). The home is the main and first source of literacy since it is where the child is introduced to functional literacy. The child sees the family members kind in literacy activities and most of the time the child get conglomerate actively in these experiences and thus grasping the functions of such literacy actions and skills. The child learns that literacy is over and that it conveys meaning by noticing some physical composition from scraps of paper in the house, phone messages, texts in storybooks and much other situations where the child is exposed to symbols in a context. Most of the time parents unconsciously expose their children to text in their e veryday situations and involving them in the literate society e.g. in doing shop lists or choosing packets of cereal to buy. Parents are usually not aware that they are helping in the acquisition of literacy skills. Exposing children as from a very young age to printed text is extremely important e.g. being select-to, especially bed time stories. Bed time stories give the fortune for one to one experience where the child is read-to and thus start making sense of text. Exposing the child to phonics would similarly help in breeding and too in writing. Later on, the child starts learning about the multiciplicity of literate activities especially when the child start commingle with other children and participating in different social events e.g. Birthday parties.Children should besides be exposed to writing and taught some basics so that they exit find it useful later on at school.The parents should prepare the child for formal instruction e.g. in tracing letters and also in gr asping the concept of words and spelling and helping the child get accustomed to the written language.How can an early age educator evoke a rich language environment in an early years setting?Providing the children with a rich language environment requires the school to ladder hand in hand and collaborate with the family and all the different backgrounds the children come from because this affects a handle the performances and uprisees children have at school. Each individual childs background must be acknowledged as well as comprehended and the differentiation accounted for, since each child has his own individual abilities and demand, in providing same opportunities to all individuals for fostering language and literacy. Where possible, parents should be actively involved in the childrens education since, When parents are involved, children do better in school and go to better schools. (Henderson, 1987), (as citied in Carlyon, Carlyon McCarthy, 1998).In an early companyro om the educator needs to provide a balanced literacy environment where the four vital areas of language are addressed speaking audience, writing and yarn. It is healthy to expose the children to a variety of strategies and resources to stimulate these four areas simultaneously and providing meaningful activities in a context where children are encouraged to explore and get results thus exploring the world for themselves. Children need to be provided with opportunities for first hand experiences which involve the use of senses as well as adequate challenge so that they are actively engaged in activities as well as satisfying their distinctive feature to further their knowledge. Most importantly the children must be given opportunity to see the teacher engaged in the rendering and writing situations because in so doing they can see the adult as their role model. In class the children must be accustomed to read and write alouds which help them get a sense of audience. Independent reading and make dod reading help the children as well in acquiring those skills indispensable later on in their life as well as in interactive reading and writing. In school a continuant advancement for reading and writing must take place in fact in 1983 Health proposed a list of social oriented purposes for engaging children in reading and writing which list is still applicable today. at that place exist a mountain of methods and strategies to be employed in class which help the children to be exposed to a rich language environment. unmatched of which is through language games since they tap in their cognitive development while having fun. Looking in different books and dictionaries as well as role plays are also very useful because it helps the children get into the context, explore and rehears language.Children should be exposed to a variety of text to help them expand and in stages build their vocabulary to a rich language development. Moreover, exposure to printed exist ent helps a lot the children in developing a positive mental attitude to language and literacy. It also helps the children to learn different attitudes and concepts which provide personal and language gains. Children must be exposed to the writing simultaneously with other language skills although writing is in fact a longer and more look at process. Writing helps the child clarify and confide thinking by hypothesizing and transcription feelings while also creates amusement through ones own writing. In class the teacher must offer all the help and support requisite in helping the child throughout in his writing, especially when the child attempts to write something new on his own. Realistic opportunities and adequate environment for elating writing must be provided which furthers the childs confidence in experimenting with language. Children learn writing through trial and error and by experimentation but approach and purpose for writing depends on the childs age. In class child ren must be involved in writing which meets everyday activities e.g. in writing the shopping list since for some children this may be a totally new experience thus opportunities for role playing such experiences must be accounted for e.g. writing to the classrooms post office or going to the bank amongst others help a lot the children to make use of language in a functional meaningful way. According to Jo. Weinburger, writing does not just happen.since development occurs within a ethnical and social context, children from different backgrounds will infallible have different experiences of writing. (as cited from Bruce, 1997 p.128). In class the teacher must render for these differences as well as providing them with opportunities for individual activities. Acknowledgement of the emergent literacy, which the children builds on before starting formal education, must take place while engaging them in shared activities where children are encouraged to speak and share their own experie nces in relation to the text. There are different methods for advance writing, mainly through letter shapes, phonics, letter blending or word building amongst others.In the past school was all about reading and writing and very little on listening and speaking a reality which I faced myself during my school days. Nowadays we have seen a gradual change in our educational system where the importance of listening and speaking in language development have been recognized, acted upon and catered for inside our schools. July fisher cat (1996) emphasized that, one of the most important elements for young learners is the provision of opportunities for children to twaddle together and with adults (as citied in Bee Boyd, 2010 p.218). This highlights the importance of interaction and in practicing the spoken language to communicate and share ideas while listening to each other. In 1977, thug came up with a list of functions and purposes for which children should be engaged in oral examin ation language.The adult role also places a significant role because it guides and supports chat throughout. The importance of being read-to at home can and should be broaden in the classroom as well since this is extremely important and cannot brook to be missed from the childs education thus children must be read-to on a regular basis even in school. Read-to in class provides the children with the attention which they might not be provided at home. It also provides the opportunity for children to listen to language used in different contexts. Through different strategies, e.g. phonics, letter words and look and say method amongst others, the childs learning is facilitated. Development of phonological awareness as early as possible would help in learning to read the faster this is learned, the faster the child learns to read fluently. The Importance of reading has been recognized in fact the International see Association (IRA) suggests that children have a number of literacy ri ghts which aims for excellent reading instruction.What are the gyp-term and long-term implications of a language rich-environment from a childs perspective?The child in his early education needs to be exposed to a variety of fruitful opportunities in order to introduce him/her to the language and also to acquire literacy skills. Throughout this journey of language development the child builds goals for himself some of which are for the immediate upcoming and others for more long term future attainment. Continuous support and praise help the child a lot in building goals since they boost his/her self esteem and confidence needed for working on the attainment of such goals. The adult presents himself as the role model for the child whom to imitate and emulate by presenting himself as a writer, reader, listener and also a speaker. The child builds short term goals for things which he hasnt been able to do on his own but he is sure and most probably can in the near future. He would al so build future long term goals for things he wishes to attain in his future. Scaffolding helps the child building his confidence in attaining such goals.baby talk helps a lot in the spoken language because through communication with the adult and in recasting the childs sentences the child is able to initiate words and formulate sentences. Skinner (1957) argues that the child shapes his process of speech through imitation and systematic reinforcement. The child is continuously imitating and pretending to be someone else and in so doing appreciating and exploring others experiences and speech in different contexts. Helping the child insert and get involved in conversations and discussions makes the child use his spoken language skills for communication. Being read-to and in letting the child choose his own books gives the child a sense of security which is needed for him/her in setting short term goals in attempting to join in the reading through prediction and repetitive patterns . Exposing children to different stories help the children get accustomed to pictures and text and in matching the word with texts. It also helps the child expand his vocabulary and encourages the child to learn more words. The child builds long term goals for himself for learning to read on his own just like the adult does. Shared reading helps the child a lot because children help and learn a lot from each other. Letting the child discover his/her own writing and in helping to explore different forms of writing encourages the child in pickings part in the writing process. Keeping a record of the childrens work and displaying them in the classroom help children to be proud of their work. Children must be encouraged to be their own authors and in sharing their work which helps in building self-confidence.There are other goals which the child sets in an substantiative way, e.g. through sharing experiences and in shared reading the child learns the time value of trust and respect. T he child also learns the value of tolerance and accepting cultural differences through different stories. The child learns that everyone is different and must be apprehended for these differences. The short term implications affect the child in the immediate form that s/he is faced with every day in class. speckle the long term ones affect the child throughout his life because its a life-lesson which the child will remember all his life and help him in his future.