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Chapter 10—Cognitive, Language, and Literacy Development, 1-3

Chapter 10—Cognitive, Language, and Literacy Development, 1-3. Dr. Ann Weiss The University of St. Thomas The Young Child EDUC 5355. What is Language Development?. Children learn language as they interact with responsive adults and peers and experience language use in meaningful contexts.

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Chapter 10—Cognitive, Language, and Literacy Development, 1-3

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  1. Chapter 10—Cognitive, Language, and Literacy Development, 1-3 Dr. Ann Weiss The University of St. Thomas The Young Child EDUC 5355

  2. What is Language Development? • Children learn language as they interact with responsive adults and peers and experience language use in meaningful contexts. Speaking and listening to communicate meaning

  3. Essential Language Systems Answers • Phonology • Vocabulary • Grammar The basic sound units of language Words and word meanings Phrases and sentences that make sense and are correct

  4. Essential Language Systems (con’t) • 4. Pragmatics The appropriate use of language; rules for communicating effectively in diverse social situations. Pragmatics includes--Rules of politeness--Conversational Skills--Extended discourse, for example: Telling a story, Giving an explanation Thank You!

  5. Stages of Language Development

  6. Language Acquisition: Maturationist Perspective • Biologically determined. • Chomsky-LAD-explains why children produce word forms and sentences never before heard.

  7. Language Acquisition: Behaviorist Perspective • Acquired as a result of classical conditioning. • Child’s language shaped until resembles model: • wa-wa wadder water

  8. Language Acquisition: Cognitive Perspective • Piaget • Cognition influences language • Internal structures for language but must interact with environment. • Language acquired after concepts.

  9. Language Acquisition: Cognitive Perspective (con’t) • Vygotsky • Language influences cognition • Interaction between maturation and social experiences. • Language allows children to organize and integrate experiences/self-communication • Scaffolding facilitates concept development by providing verbal information. • Zone of proximal development is the level of concept development at which a child can learn with help.

  10. Scaffolding Children’s Language Development • Scaffolding . . . • Guides and supports the child’s language learning by building on what the child is already able to do • Moves child from a lower to a higher level of language use. • Builds language and literacy skills in young children. • Builds English as a Second Language skills.

  11. Scaffolding Children’s Language Development • To SCAFFOLD children’s language, teachers … • Model the use of extended language and rich vocabulary • Use questions and prompts to extend children’s language • Give children adequate response time • Expand children’s ideas, using new vocabulary and syntax] • Request clarification • Promote questions and conversations among children • Provide feedback to encourage, interpret, and evaluate children’s responses

  12. Chapter 10—Cognitive, Language, and Literacy Development, 1-3 Dr. Ann Weiss The University of St. Thomas The Young Child EDUC 5355

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