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Cognitive And Language Development In Children By John Oates And Andrew Grayson

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In this week’s reading we got to take a look into the Cognitive and Language Development in Children by John Oates and Andrew Grayson. In this book we got to read chapter two: First Word. In this chapter they discussed the recognizing speech, understanding first words, learning to say words, meaning of children’s first word, and Individual differences in first words. Before reading the first part of the chapter two, I wanted to know how infants are able to understand words and develop their speech. In the first section the said that “most infants comprehend many more words than they can produce. It is therefore essential to consider early word comprehension before early word production” (OG). In the next section before reading I wanted to know
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Language/literacy development "is often defined as a system of symbols, spoken, written, and gestural that enables us to communicate with one another" (Martoz pg. 40). There are two types of language used, receptive and expressive language. Receptive language is defined as "understanding words that are heard" (Martoz pg. 40). Although young children often understand concepts, relationships of actions and words, and words themselves doesn 't mean that the young child has the words and vocabulary to communicate those concepts and words. Expressive language is defined as "words used to verbalize thoughts and feelings" (Martoz pg. 40).

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Betty Hart and Todd R. Risley conducted the report “ The Early Catastrophe” The 30 million word gap by age 3 discusses the importance of child development beginning at an early phase and how vocabulary and spoken language develops from family interaction, beliefs, and cultures. The goal of this study is to compare and contrast a child’s ability to communicate at home versus communcation in a school context. Families from different socioeconomic backgrounds determines the relevancy of the quality of language spoken against the amount of the words used in the student's household and at school. Studies have reveled the conflict between amounts of spoken words and the messages they express a tremendous reduction in literacy development. This essay will talk about the findings of the studies conducted and show how

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The Active Child Theme: Infant Cognitive Development Katherine Pita Florida International University DEP 2001 Cognitive development is the process that leads to the emergence of the ability to think and understand (Siegler, DeLoache, Eisenberg, & Saffran, 2014). This process involves the “development of thinking and reasoning” (Siegler et al., 2014, p.15) throughout childhood, including the growth of capabilities such as “perception, attention, language, problem solving, reasoning, memory, conceptual understanding, and intelligence” (Siegler et al., 2014, p. 131). Children contribute to their development through self-initiated activity even before they are born, by practicing breathing and digestive processes and exercising

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To understand the development of children and how they grow the best way is to have a physical contact with them. We create an environment for studying cognitive, social/emotional and physical development of any child we chose. The opportunity to interact with children allowed me to see things that prevented the growth of children and improved the growth of children. Carlton academy gave me the opportunity to understand their development. I went to Carlton academy center on Tuesday from 12:00pm to 2:00 pm or 3:00pm and on Thursday from 3:00pm to 5:00pm or 6:00pm.

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During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.

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With that in mind, children first begin to identify the sound of words with an object. For example, if someone says the word lamp, a child will be able to point to the

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He is able to complete the tasks and able to form complete sentences and form sentences that contain 4-5 words. From my observation, I realized that he has very strong ability on forming sentences as he is able to form sentences up to 35 words, much more than an usual 5 years old child. The capability to form sentences relates to Morpho-syntatic development. Children begin to put two, then three and more words together into short sentences at approximately 24 months of age. Children’s first sentences are combinations of content words and often missing grammatical function words and word endings.

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First, infants who are learning language are also engaged in learning about how the world works. In comparison, L2 learners already know a great deal about the world. Second, infants are able to rely on a highly malleable brain that has not yet been committed to other tasks. Third, infants can rely on an intense system of social support from their caregivers. (MacWhinney 2004: 49)

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In literacy, children need to be exposed properly. According to Fisher, Flood, & Lapp, (1999) that good storytelling can help children to challenge their intellect, can well imagine, helping them to know the world and teach them to love reading. When the teacher read the story, it can help children develop their bond or relationship with books. This can help children to be imaginative, to use the language well and form good intellectual (Cullinan, 1987, p.6). After the teacher finished telling stories to children, usually the children will take the book to be explored.

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When it comes to the development of children or in other words toddler, it is important to have an understanding as you see your child go through these changes physically and mentally. Even though there are general patterns to how children develop emotionally, socially, and physically, each child is unique and will develop in a special way. Individual differences can be very striking between the first and fourth birthday and are caused by the different experiences that each child has throughout their childhood. Having a stimulating environment for the child is very important, without this type of environment the child will never grow or learn. All experiences that a toddler goes through affecting their social and emotional growth.

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From the earlier stages of development, children learn to understand other people by tone, facial expressions, and gestures. Although these are important aspects to communication if a child is only using gestures to communicate and not words, then there might be a difficulty in language development. On average “Children will typically be able to say 50 words by the time they reach 2 years. At this age, they will start to put short two-word sentences together. Language learning increases dramatically and by three years children are using three to four-word sentences and can be easily understood by familiar adults.

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Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood

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This statement indicates that, an infant discover the language through sounds he heard. This sounds, as the infant grows, will develop into chunk of sounds and later on will expand into understandable words. Their development of language will

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These influential variables affect the baby differently. The first factor is socioeconomic. A baby surrounded with more educated and advantaged parents has more opportunity in experiencing greater vocabulary and has faster vocabulary growth in early childhood comparing with a baby surrounded with less educated and advantaged parents (Arriaga, Fenson, Cronan & Pethick, 1998; Hart & Risley, 1995; Hoff, Laursen & Tardif, 2002; Hoff-Ginsberg, 1991; Lawrence & Shipley, 1996; Ninio, 1980 cited in Rowe, 2008). Parents with high socioeconomic status including education and income talk to their baby in long utterance and more different words which leads the baby possess more vocabulary size. On the other hands, a baby living with low socioeconomic status encounters less varied vocabularies and language patterns.

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Results showed that babies would increase sucking rate when associations were made while listening to the familiar target story and not when listening to the novel story, indicating auditory capabilities before birth influence speech perception and early language development. In the article by Tincoff and Juscyzk, further evidence that both biology and the environment influence development, with the research they conducted investigating word comprehension in infants six months of age, specifically, word comprehension of body parts. Using a visual fixation method of measure in their experimental design, they hypothesized that an infant 3-4 months of age is able to attach words to memories of sounds and form categories. Thus, showing that biological development in brain cognition influences the ability to perceptually memorize and organize words for early language development.

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