Language Literacy And Early Childhood Education – Janet Fellowes And Grace Oakley

Learning is dependent on reinforcement or reward for behaviour. The environment, experiences and reinforcement from parents and carers is significant. Nativist Language learning is different from other kinds of learning. It is an innate ability of all humans. Maturationist Language unfolds or develops naturally according to an ‘inner clock’. Adults should interfere with this process as little as possible.

Cognitive development Language development and general cognitive development occur together but language development depends on cognitive development. Much is determined by the child’s stage of cognitive development. Interactionist Social interaction, especially interaction with a high level of support to the child, is highly important for language learning. Social interaction can speed up cognitive development and language learning. Neurobiological The brain is naturally structured for language learning (as shown by brain scans). Brain development is influenced by the environment and social interaction. Get FULL Ebook order By email at [email protected] Get FULL Ebook order By email at [email protected] Phases, stages and milestones of oral language development The notion of phases or stages of language development implies that there is a common developmental pathway (or sequence of learning) that all children follow.

However, while phases of development and characteristic language knowledge and abilities can be identified, it should be borne in mind that the language learning trajectory is not identical for all children (Cohen, 2014). There are considerable variations in the way children become linguistically competent—the so-called ‘inner clock’ varies from child to child and there are important environmental factors at play.

Sometimes, children will seem to ‘go backwards’ in some areas as they experiment with language. Tables 4.2 to 4.11 provide an overview of language development, and outline five phases of development (Jalongo, 2014). Such charts provide educators with a useful framework for planning and assessment. It is emphasised that these should be used as broad guidelines only because of individual and cultural differences.

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