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

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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