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Language Skills And The Development Of Children From Birth To Late Adolescents

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Language skills and the development of them are essential to children from birth to late adolescents. However while the agreeance on the development of such skills are important, there are theories that attempt to understand just how we develop language skills. Both the behaviour theory and the cognitivist theory believe to have the knowledge on how humans develop language, however the behaviour theory focuses more about language being a learnt behaviour while the cognitivist theory proposes that humans were born with the knowledge already.

From birth to eighteen months babies are remarkably impressionable; does this characteristic support B.F Skinner’s behaviour theory? From birth to six months, babies begin to vocalize and also start to respond to things such as their own name, human voices without needing visual cues. From then on, babies begin to learn how to verbally communicate towards others with one worded responses. By the time they are 18 months they should have a vocabulary of five to twenty words. ("Look Who's Talking", 2017). Skinner’s behaviour theory focuses on the physiological theory of learning, and that the development of language is just another form of behaviour. Skinner believes that it is a habit acquired through …show more content…

From eighteen months to three years children are developing far differently than that when they were younger. The first 3 years of life are extremely important, it’s when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. (National Institute on Deafness and other Communication Disorders. 2017). During this age toddlers begin to name objects, begin to form sentences even if their vocabulary is only limited, pronouns become used fairly correctly, along with other

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In Alison Gopnik’s essay “Kiddy Thinks” (the Guardian Weekly, February 3-9, 2000), she uses both scientific experiments as well as research to explain the stages of children’s cognitive development between newborn to age four, and how the type of childcare they have affects their abilities to learn. Using her personal experience she had with her son when he was a toddler and first discovered that we are able to think and do things differently, she transitions into an experiment that was done with newborn babies (“youngest tested was 42 minutes old”) explaining that newborns have never seen their own faces but are able to mimic when someone sticks their tongue out or makes a silly face, showing that they understand the similarity between their

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Communication and language development would not however be an automatic feature as part of a childâ€TMs development and is almost entirely dependent on the process of learning. In the early years the child would learn from parents and older siblings, using simple words and hand gestures. As the child matures they would gain more of an understanding of language through teachers and more commonly, socially through friends. They would gain more skills in learning how to communicate and understand

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There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet.

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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.

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Despite the fact so many words are omitted, telegraphic speech is actually quite good at communicating needs. Another theory of language development is that of ‘operant conditioning’ as described by Skinner. Skinner believes that when a child is at the stage of learning single words, he/she will use

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Within these months, Oliver experienced one of his good friends moving away, partial toilet training, simple phrases in the Spanish language, increased independence, and a more secure attachment. At 19 months, Oliver is able to imitate actions or words that he has seen or heard days before. He began to sort his toys according to basic colors and size – indicating an expansion of his categorical skills. In a developmental assessment at 19 months, Oliver’s results indicated an advanced skill-set in gross motor skills and concentration, and was age-appropriate in spatial ability and language comprehension. At 2 years, Oliver’s communication skills had grown tremendously, with telegraphic sentences forming the basis of his language development.

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As observed with Taylor, he could easily tell that someone new had come in his house and he did not respond to me the way he responded to his mother. Cognitive development during childhood plays a vital role in their future abilities and

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Today, in the 21st century, technology has become an everyday use not only in adults, but in infants too. Technology advances have developed rapidly in the last ten years. Infants are given a tablet or a cellphone and can do many wonders with it. There are three learning language theories that focus on the infant’s linguistics: behaviorism, social-pragmatic, and evolutionary psychology. Behavioral and Social-pragmatic theories are the two who are highly connected to today’s communication technology.

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Cognitive, neurological and brain development (Acquiring knowledge and the nervous system). Between birth to 6 months babies and children use their senses to become aware e.g. knowing they are hungry, as well as recognising key people in their lives and responding to physical smiles. In the next 6 months, they are beginning to understand tone of voice and begin to have favourite toys. Between 1 to 2 years children start to use objects correctly e.g. a cup.

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One of the earliest explanations of language acquisition was proven by Skinner. He proved that for language to develop it needed an environmental influence. Skinner argued that children learn language based on “behaviourist reinforcement principles by associating words with meanings”. The child realises the communicative value of words and phrases when correct utterances are rewarded. In an ECCE setting the preschool teacher helps shape the child’s language by rewarding them when they imitate speech, sounds and

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Newborns communicate with hand gestures and sounds. With toddlers, they gain social skills and can move on to communicating with words and sentences. Supporting language development with a child can be done by having conversations with them and allowing them enough time after to process what you said and get a reply. In the video Bottomless Boxes, I noticed that the children were having a conversation with each other. The children were interacting with each other and showed one another how to climb through the boxes.

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The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over

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For example when a person meets someone they know they smile and say “Hello”. There are in fact six ways that we use non-verbal communication with verbal communication (Knapp 1978 cited Thompson 2009 pg113). These are substitution, accentuation, repetition, contradiction, complementing and regulation. As practitioners there is a responsibility that each child learns each of these. It happens subconsciously, they learn by exposure.

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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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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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