Post on 01-Nov-2014
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Language Development
Supporting Language and Literacy Development
Theoretical Views of Language Development
• Behaviorist– Language is primarily influenced by external factors such as the modeling and
reinforcement of parents and important others
• Innatist– Language is innate, linked to the biological maturation and follows an internal
clock, needing to emerge during the “critical age” for language acquisition• Deep structure: the underlying rules of grammar that are present is all cultures and
languages. The common features of al languages
• Surface Structure; the specific vocabulary and grammar of specific languages
• Ineractionist– A compromise between both theories. The interactionist sees many
factors involved in the acquisition of language• Cognitive: language is rooted in cognition and the ability to represent objects mentally
• Social: language is intimately tied to social processes
Components of Language
• Stages of early language development– One word stage (around 16 months)
• Babbling decreases• First words are familiar objects/people• Speech may be shortened versions of a phrase• Young toddlers may use holophrases ( a message in one word),
such as “milk” for “ I want some milk”
– Two word stage (18-30 months)• Telegraphic speech in which words are left out (“baby sleep” for “the
baby is sleeping”)
– Multiword stage (2-4 years)• Vocabulary increases dramatically• More complex syntax and other semantic knowledge• Mistakes show that chidren are working out complex grammar rules
Language Systems and Rules
• Phonology– The sounds of words
• Semantics– Meaning of words
• Syntax– Grammatical rules that govern sentence structure
(subject-verb agreement)• Pragmatics
– Social rules of language• Morphology
– Word rules such as plurals, tense, etc.
Bi-Lingualism
• Ability of a person to speak in a language other than their native language with a degree of fluency
• Simultaneous acquisition: when a child is exposed to two languages from birth
• Successive acquisition: occurs as a child with one language enters a world of a second language
What is Bi-Lingual Education?
• For a great resource on bi-lingual education go to this website
• Multilingualism
• And fro information on Two Way Immersion Programs, click here…
• CAL: Digests: Two-Way Immersion Programs: Features and Statistics
Some Guidelines for Second-Language Teaching
• Understand how children learn a second language• Make a plan for the use of two languages• Accept individual styles/differences• Support children’s attempts to communicate• Maintain as additive philosophy• Provide a stimulating, active and diverse
environment• Use informal observations to guide the planning of
curriculum• Find out about the family• Provide an accepting classroom climate
Language Skills in Early Childhood Education
• Articulation– How chidren actually say the sounds and words
• Receptive language– What children hear and what they gain when they listen and
understand
• Expressive language– What children say, including words, grammar, and elaboration
• Graphic language– “talk written down”. Learning about print and the written word
• Enjoyment– Knowing the power and the pleasures of language
Child-Directed Speech
• Almost every aspect of the early childhood environment and program facilitates language development. The knowledgeable teacher converses with the children using “child-directed” speech
What is Child-Directed Speech?
• Speaking…– With clear pronunciation– At a slower rate– In shorter sentences– And repeating the same utterances, when necessary– In a higher than usual pitch– With simple words– With an exaggerated intonation so that the speech
has a sing-song quality– In grammatically simple sentences
Language Activities
• Books
• Poetry
• Storytelling
• Flannel board stories
• Lap board stories
• Story enactment
• Puppets
Emergent Literacy
• An awareness that learning to read and write is a dynamic, ongoing, emerging process. All aspects of language-listening, speaking, writing and reading-are all intertwined and develop concurrently, not necessarily sequentially
Key Components
• Rich teacher-talk: engaging chidren in rich conversations
• Reading: read, read, read, and then read some more. Research continually shows us that reading aloud to children increases their reading ability, plus it’s fun!
• Phonological awareness: an understanding that speech is made up of units, such as words, syllables, and sounds.The ability to use these when speaking. Playing with language is a way to enhance this.
• Letter and sound recognitions; association of letters with appropriate sounds
• Awareness of print and support for emerging reading: understanding that words in print convey a message, that we read from left to right, and that printed words have a corresponding spoken word
• Early writing development: attempts to imitate writing, such as scribbles and inventive spelling
Promoting Literacy Development
• Whole language Approach
• International Reading Association : Home
• And a lot of articles about literacy development are at this website…
• California Preschool Instructional Networks
Language Milestones
• There are a lot of useful websites for you to look at that give developmental milestones for language development. I like the following one:
• Language and Speech Development In Children
Creating a Print Rich environment
• Provide plenty of time for using books and other materials
• Make a space that is quiet and comfortable• Have plenty of books and supporting
materials• Display children’s literary creations• Foster children’s reading at home• Use books around the room