ECE5067 Promoting Language and Literacy in Early Childhood PDF

ECE5067 Promoting Language and Literacy in Early Childhood Session 2 Language Development I: First Language Acquisition Dr. Vanessa Pang Typical Language Developmental Milestones 2 (Vukelich et al., 2020) Fr...

ECE5067 Promoting Language and Literacy in Early Childhood Session 2 Language Development I: First Language Acquisition Dr. Vanessa Pang Typical Language Developmental Milestones 2 (Vukelich et al., 2020) From all over the world Months Typical child behaviour 0-3 Majority of communication consists of crying Turns head to the direction of the family’s voices 3-6 Begins to make cooing sounds to solicit attention from caregiver without Begins to play with voice meaning Typical Language Developmental Milestones 3 (Vukelich et al., 2020) ↑ Months Typical child behaviour 6-12 Vocalization with intonation Begins to say and repeat word-like sounds 12-18 1 year old Need this into your activity when do they start to understand instruction ? And Understands simple instructions how ? ral Use two- and three- word sentences that contain only the most necessary survi for > - of words to convey meaning papa bibi mana mcomn untohildren is - Typical Language Developmental Milestones 4 (Vukelich et al., 2020) Months Typical child behaviour 18-36 years old Vocabulary will grow from 5-300 words, 3 1 and half to For K2 k3 combine professional initially nouns pre-school & on Focus noun and Can be ↳ in more adjective. knowledge with verb for your pedogodic Is able to follow commands Creates short sentence - largely noun- verb combinations - sik baobao , pingue · Focus on mowns verbs and first 36-48 kI Handles three-word sentences easily – “ I want candy” subject very object building Has approximately 900-1,000 words in Fous or vocabulary vocabulary Understands most simple questions dealing with his or her environment and activities Typical Language Developmental Milestones 5 (Vukelich et al., 2020) I Months Typical child behaviour 36-48 Should be able to give his or her gender, name, age * don't be anxious , etc E if a child still this cannot develop at this age Names common objects in picture books or magazines suitable for this age Know one or more colours, common shapes and names of familiar animals Teach KI Voca , then better teach less Can usually repeat words of four ( than or equal to ↑ syllable by Let kids repeat after you Native language speaker repeation. phonological knowledge. knowledge A of syllables aspect language - : deal with but not second language pattern -sounds syllables knowledge cl speaker 48-72 Should be able to follow three Give 1 to go it in 1 Give go. to 5 & years old or give 3 in one go for K1 commands given without interruptions Speech on the whole should be grammatically correct Syntatic knowledge Typical Language Developmental Milestones 6 (Vukelich et al., 2020) ability reference to children needs & Need to make. Month Typical child behaviour 48-72 5-6 years old before primary Can use many descriptive words spontaneously – both adjectives and adverbs Know common opposites: big-little, hard-soft, heavy-light Semanticvo wedglop cognitive knowledge of : Matae definition Should be able to define common shes objects in terms of use (hat, shoe, : What is ? Etc a what is it ↳ Ask kids chair) Can use simple time concepts: knowledge morning, night, etc. semantic simplesentence I: saw a girlsubordinate clause main clause infF the resturant compound sentence : When drive at , I saw a girl wonde candesign a · Can recall a story or a favourite video complex sentence : girl For n eating m who apple. was an embred relative clause qualified a noun a clause is sentenced compound a a main clause complex sentence Should use fairly long sentences an some compound and some complex sentences  7 Language Development: Nature or Nurture? Task 1 3 u In groups, discuss the two questions provided below and document your responses in "Task 1" under Session 2 on Moodle. Upload the results of your discussion to the "Task 1" link and be prepared to present your answers to the class. u Question 1: Is a child already “preprogrammed” for language development development in such a way that heredity and maturationCognitive are the major influences, with experience and context exerting only limited influence? u Question 2: Is the child a “blank slate” at birth, and do the experiences or “nurture” provided in the environment predominantly determine language development? Nature and Nurture 9 u In the field of child study, there has been a long-standing debate on the roles of nature and nurture in influencing an individual’s development (e.g., Santrock, 2001). u Several different perspectives have been proposed as theoretical bases for more fully understanding language development.  10 Theoretical Perspectives of Language Acquisition Nativist Cognitive developmentalist Behaviorist This Photo by Unknown Author is licensed under CC BY-NC-ND Interactionist  11 Theoretical Perspectives of Language Acquisition Can one theory provide a complete explanation of language development? While no one theory provides a complete explanations of language development, each theory contributes significant ideas and concepts, which over time have clarified our awareness of the ways language develops. Why do teachers need to understand language development? By understanding the contributions of each theory, teachers will better understand the process of language development and will better able to facilitate language development in their classrooms. Theoretical Perspectives of Language Acquisition Nature Nurture Nativist Cognitive developmentalist Behaviorist Interactionist  8 1. Nativist  14 Nativist Emphasizes inborn or innate human capabilities (i.e., “nature”) as being responsible for language acquisition Major theorists: Linguist Noam Chomsky and Steven Pinker Chomsky contends that all people inherently have the capacity to acquire language due to cognitive structures that process language differently from other stimuli. (Otto, 2014, pp. 26-28)  15 Nativist: How do children learn a language? u Chomsky’s description of this process involves an inborn , language- specific mechanism called a language acquisition device (LAD) (Chomsky, 1983; Harris, 1992). u The LAD enables children to process and acquire language through syntentic knowledge innate knowledge of grammatical N , phraces V , adj , sentences , classes, underlying deep structure, and ways in which language can be This Photo by Unknown Author is licensed under CC BY-NC-ND manipulated. https://www.youtube.com/watch?v=7Cgpfw4z8cw Nativist: Universal Grammar innate abilityf a to Have speakanylanguage you cute u Chomsky proposes that Universal Grammar is an innate property of the human mind. u It is defined as “the system of principles, conditions, and rules that are elements or properties of human languages” (1975, p.29). u This component explains the ability of all humans to learn their culture’s specific language. u Healthy infants are able ”to learn any of the world’s 3,000 languages” (Rushton, Eitelgeorge, & Zickafoose, 2003, p.13). Universal Grammar 17 Example of sentence structures in different languages communicating the same message If are born in you English: that place , you speak The car is going fast. that language. Spanish El carro va rapido. The car is going fast. Tagalog: Mabilis tumakbo ang kotse. Fast going the car. Otto, 2014, p.27 Case study 1 18 u In groups, study the following case of Mrs. Anderson’s preschool classroom and identify the specific features of her language and literacy classes. Choose a representative in your group and present your observations to the class. In Mrs. Anderson's preschool classroom, a deliberate emphasis is placed on nurturing language development and fostering creativity. Mrs. Anderson, a dedicated teacher, recognizes the importance of exposing young minds to a diverse selection of children's literature. Every day, she immerses the children in a variety of books, creating an interactive experience that extends beyond mere storytelling. Through these literary adventures, the children not only enjoy the stories but also develop and test hypotheses about how language serves as a means of communication. Furthermore, Mrs. Anderson understands the significance of artistic expression in language development. The classroom is adorned with vibrant drawings and writings, each reflecting the children's unique ideas about how language functions. Opportunities to draw and write are seamlessly woven into daily activities, encouraging the children to communicate and create meaning through their imaginative interpretations of language. Implications of nativist perspective for early childhood 19 classrooms u Encourages teachers to provide a curriculum that will provide extensive opportunities for children to explore language and engage in hypothesis testing of their oral form (wherchila developing knowledge of language written and ↓ Etc English regular pastense walk walked ; jump jumped the process ! The rule Acquired ed : for child is The mistake they make by but hid use for good > - made go commonly for irregular past tense hypothesis testing u By having opportunities to use and explore language in both its oral and written forms, a child’s LAD is activated, resulting in the discovery of the structure of his language (syntactic and morphemic knowledge). And after that , he discovered he need to through that revise to opportunity CAD So the. written form explore oral a is important Implications of nativist perspective for early 20 childhood classrooms u E.g., a wide range of children’s literature should be read to children so that they can develop and test hypotheses about how language is used to communicate u Opportunities to draw and write encourage children to communicate and create meaning based on their ideas of how language works. for to test hypothesis their grammar  Cognitive Developmentalist  22 Cognitive Developmental Perspective ubased on the work of Jean Piaget (1955) uemphasizes that language the child grows is acquired as maturation when occurs and cognitive competencies develop (Otto, 2014, pp. 28-29)  23 Cognitive Developmental Perspective u Cognitive development is a “prerequisite and foundation for language learning” (Karmiloff & Karmiloff-Smith, 2001, p.5). u A child learns language by using the same mechanisms as for other learning. for playing sports there same is on , u Close relation between cognitive development and language: for language to develop, specific cognitive growth must occur first  24 Cognitive Developmental Perspective: Sensorimotor Stage · 5 senses 0 -2 u In the first stage of cognitive Jean Preacher development, the sensorimotor stage, children are prelinguistic. ↳ No language u An important precursor to the onset of language is the development of object permanence. key concept to child needs this develop Object permanence involves an ↓ u awareness that an object continues to exist even when it is out of sight. u Piaget - Object permanence failure (Sensorimotor Stage) https://www.youtube.com/watc h?v=rVqJacvywAQ  25 Cognitive Developmental Perspective developed u After object permanence is acquired, children begin to use symbols such as words to refer to objects and actions (Santrock, 2001), i.e., language occurs. Keyword u Symbolic representation is evident when a child uses signs and symbols in response to a new situation. Etc-child use pen "as & a symbol to word (object) a and action (run/jump)  26 Cognitive Developmental Perspective: Preoperational Stage u The second stage of cognitive development is the preoperational stage (2-7 years). u Children’s initial speech is egocentric. perceive the Wudo oupor · inseda u As children develop cognitively, their speech becomes socialized or reflective of more logical thinking. Talk to themselves to others without talking https://youtu.be/IhcgYgx7aAA Case study 2: Ms. Taylor's Preschool Classroom 27 u In groups, identify the specific features of Ms. Taylor’s language and literacy classes. Choose a representative in your group and present your observations to the class. In Ms. Taylor's preschool classroom, a keen focus is placed on the cognitive developmental perspective, guiding the design of learning activities based on each child's stage of cognitive development. Ms. Taylor, our dedicated teacher, understands the significance of tailoring experiences to the individual needs of her students. Adhering to this perspective, the curriculum implemented by Ms. Taylor acknowledges the importance of specific cognitive mechanisms as precursors to language development. Activities are designed to promote the understanding of fundamental concepts like object permanence and symbolic representation, laying a solid foundation for language acquisition. The infant and toddler centers under Ms. Taylor's guidance boast a curriculum rich in varied opportunities for very young children to engage in sensorimotor activities. Recognizing the importance of these activities in early development, Ms. Taylor ensures that the learning environment is filled with age-appropriate opportunities for exploration and discovery. Furthermore, Ms. Taylor provides numerous chances for the children to engage in symbol making and manipulation. Through activities involving speaking, drawing, and writing, the children are encouraged to represent their world using both oral and written symbols, fostering a holistic approach to language development.  28 Implications of cognitive developmental perspective for early childhood classrooms u Encourages teachers to pay close attention to the child’s stage of cognitive development and use that knowledge to appropriately plan learning activities according zognitive development to u E.g., a curriculum that recognizes the importance of the development of specific cognitive mechanisms as precursors to the onset of language, such as object permanence and symbolic representation  29 Implications of cognitive developmental perspective for early childhood classrooms Many opportunities to engage in Keyword symbol making and symbol manipulation would also be provided. Activities that encourage children to represent their world using oral and written symbols through speaking, drawing, and writing to make symbol speaking drawing writing , - and & manipulate symbol. Behaviorist > - Not for intentionally for language learning but we just apply it classroom into language leaving sece  31 Behaviorist Perspective u emphasizes the role of “nurture” and considers learning to occur based on the stimuli, responses, and reinforcements that occur in the environment u Language is “taught” through situations in which children are encouraged to imitate other’s speech and to develop associations between verbal stimuli (i.e., words) and objects (Harris, 1992). (Otto, 2014, pp.29-31) Operant conditioning (Skinner, 1957) 32  33 Implications of behaviorist perspective for early childhood classrooms finger-play action-song , , etc u Focus on the stimuli and reinforcements that children experience in early childhood settings that involve language use u Activities encourage children to communicate verbally through imitation and repetition. approval and attention & u Positive reinforcements using attention and approval should be given to encourage children to interact using language. Interactionist  35 Interactionist Perspective u Focuses on the primary role of sociocultural interaction in children’s acquisition of language knowledge (Bruner, 1983, 1990; Russian Vygotsky, 1978) u Children acquire language through their attempts to communicate with the world around them. parents , friends teachers , u Contributes to our understanding of the ways in which children acquire pragmatic knowledge gendertalk language , social status (how is used  36 Role of the adult in the interactionist perspective role for teacher's main focus > - u The role of adults in the communication process is crucial in supporting children’s language acquisition (Bruner, 1990; Vygotsky, 1978). u The difference between what a child can accomplish alone and what she can accomplish with an adult’s (or more capable peer’s) assistance is termed the Zone of Proximal Development (Vygotsky, (developmental level) 1978). What a child accomplishes independently is her developmental level. u The adult is providing a supportive scaffolding that gives a child opportunities to participate in a conversation. learning it apply to linguistic scaffolding + called.  Linguistics 37 An example of scaffolding Alison’s (age 2) mother uses scaffolding to engage Alison in a rhyming song as she puts on Allison’s shoes and socks. u Mother: One. [pause] You sing it. [long pause] One little duck [pause] went out to play… cannot sing at the beginning u Allison: [joins in, softly] Went out to play… but then slowly can pick it u Mother and Allison: Over the hills and far away… up after the scaffolding ! u Allison: One little duck, quack, quack, quack… slowly pick-up first lyrics u Mother: [nods head] positive reinforcement u Allison: One little duck quack quack quack, four little ducks, four little ducks, three litle ducks, quack, quack, four little ducks [pause] four little ducks  38 Implications of Interactionist perspective for early childhood classrooms emphasize ↳ on nurture look at environment & interaction u Encourages teachers to focus on providing many social interactions in which oral and written language are used u Many “talking” opportunities are provided for children from infancy onward so that they can begin to understand the ways language functions. u Creating a positive emotional context for this communication that provides motivation for continued attempts to communicate with others. u Scaffolding language development in preschool classrooms: https://www.youtube.com/watch?v=gLXxcspCeK8  39 Summary of Theoretical Perspectives of Language Acquisition Task 2 40 u In groups, identify which of the following early childhood classrooms best describes the four theoretical perspectives: Nativist, Cognitive developmental, Behaviorist and Interactionist and provide rationale for your analysis. u Upload your task sheet to the forum link 'Task 2' under Session 2 of our Moodle course room.  41 Reference u Otto, B. (2014). Language Development in Early Childhood Education (4th ed.). US: Pearson. Owens, E. (2012). Language development: an introduction (8th ed.). Boston: Pearson. Vukelich, C., Christie, J., & Enz, B. (2012). Foundations of language and literacy. Helping young children learn language and literacy: Birth through kindergarten. (pp. 1-5). Boston, MA: Pearson.