Child Language Development (original) (raw)
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IJESA, Vol (3), No (6), June 2024, 2024
This research examines the language development of a three-year-old child through Lev Vygotsky’s socio-cultural theory. Utilizing journals and observations, the researcher explores the child’s acquisition of some language constructs within a social and cultural context. The study emphasizes the vital role of social interactions, including conversations with parents and peers, in shaping the child’s linguistic progress. The analysis spans several months, highlighting a few linguistic constructs and their correlation with everyday situations and play interactions. This research contributes to the understanding of child language development by emphasizing the significance of socio-cultural factors. The study underscores the practical application of Vygotsky’s socio-cultural theory and offers insights for English as a Foreign Language (EFL) teachers, educators, and caregivers. Ultimately, the findings highlight the importance of creating a nurturing socio-cultural environment to foster a child’s linguistic development.
Language Development at Early Childhood
2017
Language development is always in line with the growth of the child. Parents should always pay attention to these development, because at this time, largely determines the learning process. This can be done by giving a good example, to motivate children to learn. Parents are largely responsible for the success of children's learning and should always strive to improve the potential of children in order to develop optimally. In view of its function, language is the ability to communicate with others. There are significant differences between the understanding of language and speech. Languages include all forms of communication, both expressed in the form of oral, written, sign language, gestures, facial expressions, pantonim or art. However, spoken language is the most effective form of communication, and the most important and widely used. This study wants to describe how language both oral and written are developed at the early childhood.The result shows that there are several ...
CHILDREN LANGUAGE DEVELOPMENT AT EARLY AGE
This study was to analysis how the language development on children at early age. The development of a child's language actually begins from the moment the child is born with a simple language or speech. The first language is the primary language that is called the native language of the language or mother tongue. This study was aimed to describe how the development of language and social interaction of the child at early age. To analyzed the phenomena, I used descriptive qualitative method to describe the phenomena based on the sampling experiences which was purpose sampling which meant the subjects is a main actors or really having the experiences. To obtain the data, a three-year-old child was asked to talk about everything she was interested in. The result of this study provided that the language development of children at early age influence by the environment, cognitive of children and the supporting of parents, these things having impacts to the language development of children at early age. Babies learn languages through their need to understand their names and nearly all of the words they have learned are not very clear. They frequently use slightly sarcastic language an mispronunciation.
Children Language Development: Psycholinguistics Perspective
2020
This study explores the language development of children at the age of one. This research uses a psycholingustic approach which is a study of the intersection of language and psychology. The method used in this research is qualitative research methods. To obtain language data from children, recording and recording was carried out. The data were analyzed by means of identification, classification, reduction and interpretation. The results showed that children at the age of one year were more optimal in terms of producing one syllable.
Developmental Psychology – Bandura & Piaget Cognitive Development in Language
One of the most important developmental stages children progress through and one of which we sometimes take for granted, is learning to speak language. Children begin to speak not long after they are born and continue to develop this highly complex skill to communicate. Children are very intelligent; in fact most children can speak before walking and master many language elements in infancy (Sigelman & Rider, 2009) In this essay I describe my own developmental experience of learning to speak a language and provide an overview of two well-known developmental theories, J.Piaget’s Cognitive Developmental theory and Albert Bandura’s Social Cognitive Theory, approaches to human development. These two approaches I have analysed in relation to my developmental milestone. Both theorists explain human development occurs through an interaction of ‘Nature/Nurture’, a well debated concept after overwhelming research showed people are not born a ‘blank slate’ as once believed, shaped entirely by the environment, but genes are inherited through parents which then interact with the environment, making humanity a product of both biological and environmental factors (Bandura, 1989, Huitt & Hummel, 2003). I explain differences between the two theorists, both of which contribute well-researched experimental and scientific work in lifespan development and my essay concludes that when learning language the environment influenced me more than a biological predisposition. Ultimately my research shows environment has the largest impact on how well and how soon people learn to communicate through language.
The social dimension in language development
The development of social engagement: Neurobiological perspectives, 2006
“Learning a word is a social act.”(P. Bloom, 2000, p. 55)“Language is social.”(Clark, 2003, p. 19) The past 30 years has witnessed an explosion in research on social/emotional and cognitive development in infants and toddlers (Berk, 2003). Within the realm of social/emotional development, research has demonstrated that infants are capable of social referencing, joint attention, emotion regulation and noting another's social intent (Baldwin, 1991; Bretherton, 1992; Carpenter, Nagell, & Tomasello, 1998; Corkum & Moore, 1995; ...
Language and cognition in development
The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.
Language development and acquisition in early childhood
Journal of Education and Learning (EduLearn), 2020
The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of overexposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the "critical period". The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.
ST PETERSBURG CONFERENCE 2006: CHILDREN ACQUIRING LANGUAGE
Over the last few decades research into child language acquisition has been revolutionized by the use of ingenious new techniques which allow one to investigate what in fact infants (that is children not yet able to speak) can perceive when exposed to a stream of speech sound, the discriminations they can make between different speech sounds, different speech sound sequences and different words. However on the central features of the mystery, the extraordinarily rapid acquisition of lexicon and complex syntactic structures, little solid progress has been made. The questions being researched are how infants acquire and produce the speech sounds (phonemes) of the community language; how infants find words in the stream of speech; and how they link words to perceived objects or action, that is, discover meanings. The motor theory of language function and origin makes possible a plausible account of how children acquire language so much more quickly and easily than adults seeking to acquire a second language.