Stage 1 - 15 months
While a child is around 15 months they're in the
holophrastic stage which occurs between 12 and 18 months. In this stage a child
develops the ability to make a phrase out of one word. This is seen in the
example 'allgone' which could act as both a question and a statement to those
who understand the child, like the parents and family. This is also seen in the
example of 'isee' a parent would understand this as a child wanting to touch
something such as 'let me see', not as an adult would understand 'i see' from
another adult which would be 'i understand'
20 months
At the age
of 20 months the child is in the later stages of the holophrastic stage is this
stage can often continue long then 18 months. The child may also begin to show
evidence the two word stage in which they will being to put two words together
to form a phrase. This is seen in the example of 'more juice' in which a child
is asking 'can i have some more juice?' however a parents and close family would
understand this from 'more juice'. similarly it is seen when a child may state
'no ball' this could either mean 'i don't want that ball' or it could mean 'I've
lost my ball' this meaning would only be clear if you had the context of the
conversation.
Stage 2 - 28 months
During the age of 28 months the
child has just entered the telegraphic stage of communication, this is when the
child will begin to use grammar words and understanding how to use tense in
their speech. This is seen when a child uses the verb 'came' this is used in the
sentence 'Teddy's hat came off' which is showing their understanding that its
happen in the past and they're then informing their parent or family of the
situation. Furthermore the child will also begin to use more complex sentence
but only gradually and with this will come questions in which they are
attempting to seek information.
Stage 3 - 36 months
At 36 months
the child is beginning to come to the end of the telegraphic stage because this
stage typically ends at around 36 months, but some children this may vary. The
child will also begin to enter the post telegraphic stage in which they then
begin to use far more advance sentence structures, complex and compound
sentences will be evident regularly when then talk. This is seen through
sentences such as 'Luke hit me, he did', with this statement there is no need
for interpretation, this child is very clearly expressing what has happened in
this situation, but are not yet able to produce any particular complex sentence,
but are just about able to make sense of complex sentences.
Stage 4 - 40
months
40 months is the age in which most children will have reached the
end of the telegraphic stage and have now solidly entered the post telegraphic
stage which is mostly progress on top of the telegraphic stage in which they
will now be able to explain any circumstances and also have the ability to gain
information by asking more complex questions then they would have otherwise been
able to during the telegraphic stage. From the post telegraphic stage the child
will go on to learn more complex vocabulary and also gain a more in depth
understanding of what they're saying to someone.
Thursday, 3 October 2013
Bruner
Social Interactionist theory is an explanation of language development emphasizing social interactions between the child who is developing language and an adult who is linguistically knowledgeable.
Bruner focused on three areas; the cognitive theory of Jean Piaget, the information processing model of Brian MacWhinney and Elizabeth Bates and the social interactionist approach of Lev Vygotsky. Initially the research was descriptive in an attempt to describe the language development but more recently researchers have attempted to explain more varieties of acqusistion in which the learner learns to socialise towards other people.
Vygotsky laid the foundations for interactionists view of language acqusistion. According to Vygotsky it plays an important role in learning language he called this the zone of proximal development (ZPD) where the learners construct the new language through social interactions. In contrast the approach to child langauge it emphasizes that language is learned through stimulus response pattern but social interactionist say the emphasis is towards social stimulus to develop child language.
Essentially social interactionists base an emphasis on the way children interact with adults, and they way the responde to things such as 'good morning'. They believe it is very important to socialise with people otherwise, manners and responses wont be as developed as they have never experienced that type of thing.
Bruner focused on three areas; the cognitive theory of Jean Piaget, the information processing model of Brian MacWhinney and Elizabeth Bates and the social interactionist approach of Lev Vygotsky. Initially the research was descriptive in an attempt to describe the language development but more recently researchers have attempted to explain more varieties of acqusistion in which the learner learns to socialise towards other people.
Vygotsky laid the foundations for interactionists view of language acqusistion. According to Vygotsky it plays an important role in learning language he called this the zone of proximal development (ZPD) where the learners construct the new language through social interactions. In contrast the approach to child langauge it emphasizes that language is learned through stimulus response pattern but social interactionist say the emphasis is towards social stimulus to develop child language.
Essentially social interactionists base an emphasis on the way children interact with adults, and they way the responde to things such as 'good morning'. They believe it is very important to socialise with people otherwise, manners and responses wont be as developed as they have never experienced that type of thing.
Friday, 20 September 2013
Piaget
How does Piaget's theory on linguistic development support the type and order of words a child uses?
Piagets theory supports language development as it shows that children go through different stages of life when learning language, and all the stages happen around the same age. All children start off with picking up sounds and experimenting with them turning them into 'made up' or substitiuting words, they then start to build up their language and words progress and they begin to have more understanding of what they are saying even though they sometimes dont actually know what they mean or understand that they dont have to comentate everything. After this they begin to become capable of problem solving and become a lot more aware and use more logic in knowing when they should and shouldnt speak, finally, around 12 years a child will become a lot more confident in their language and construct proper conversations and be able to make a distinction between their selevs idea and what should be considered, they also have a lot more complex language which is used to express and debate.
Piagets theory supports language development as it shows that children go through different stages of life when learning language, and all the stages happen around the same age. All children start off with picking up sounds and experimenting with them turning them into 'made up' or substitiuting words, they then start to build up their language and words progress and they begin to have more understanding of what they are saying even though they sometimes dont actually know what they mean or understand that they dont have to comentate everything. After this they begin to become capable of problem solving and become a lot more aware and use more logic in knowing when they should and shouldnt speak, finally, around 12 years a child will become a lot more confident in their language and construct proper conversations and be able to make a distinction between their selevs idea and what should be considered, they also have a lot more complex language which is used to express and debate.
Thursday, 12 September 2013
Chomsky and Skinner
Chomsky
The language acquisition device (LAD) was first proposed by Noam Chomsky in the 1960's, it was a hypothetic module of the brain to account the innate way children formed language acquisition.
The LAD concept is an instinctive mental capacity which let the child acquire and actually produce the language they speak. Chomsky's theory asserts that children have an innate capacity for acquiring language. The main argument in the LAD is poverty of the stimulus, which argues that unless children have significant innate knowledge of grammar they would be unable to pick up the language in speak, and would be unable to learn the language as quickly as they do, although there has never been negative evidence. Chomsky abandoned the LAD idea in favour of Universal Grammar. This also applies with the nature/nurture debate, whether language is learned through their up bringing, or whether they are born with it.
This theory links into today's language acquisition as there is still a debate whether language is learnt through innate capacity and it is just developed over time (between 0-36 months) or whether the help from people around and things such a TV shows or school, influence the way children talk to certain people (authority figures) and the way they act around children of their own age and those of authority, and whether or not it helps them learn the words they pick up first so quickly.
Skinner
American behavioural psychologist. Skinner invented operant conditioning, which is learning through positive and negative reinforcement and then cancelling out the behaviour (ignoring) completely. he strongly believed that human free will was actually an illusion and any human behaviour was a action of repeating the same thing over and over again until they learnt what is good and what is unacceptable in society. If actions were bad then they would not be repeated and cancelled out or would have negative reinforcement (eg. telling off) but if they results were good they would be reinforced in a positive way (eg. well done or given something). Skinner pioneered modern behaviour along with Watson who conditioned 'Little Albert' to fear fluffy animals by pairing the sight of it with a loud noise and Pavlov who looked into salivation of a dog when it saw food.
Skinner discovered and then advanced the rate of response as a dependant variable in psychology, and his worked was highly influenced by schedules of reinforcement.
This theory links in as it shows that by positive or negative reinforcement on anyone (animals or children) they will eventually learn what is right and wrong. For example if a child does something good the care giver will say well done or something positive with a cheerful tone of voice and the child will laugh and carry on doing it, whereas if they did something bad the care giver would either ignore the matter or give a negative reinforcement such as "that wasn't very nice", with a lower and sadder tone of voice, in which the child will pick up on that and after time not do it again.
The language acquisition device (LAD) was first proposed by Noam Chomsky in the 1960's, it was a hypothetic module of the brain to account the innate way children formed language acquisition.
The LAD concept is an instinctive mental capacity which let the child acquire and actually produce the language they speak. Chomsky's theory asserts that children have an innate capacity for acquiring language. The main argument in the LAD is poverty of the stimulus, which argues that unless children have significant innate knowledge of grammar they would be unable to pick up the language in speak, and would be unable to learn the language as quickly as they do, although there has never been negative evidence. Chomsky abandoned the LAD idea in favour of Universal Grammar. This also applies with the nature/nurture debate, whether language is learned through their up bringing, or whether they are born with it.
This theory links into today's language acquisition as there is still a debate whether language is learnt through innate capacity and it is just developed over time (between 0-36 months) or whether the help from people around and things such a TV shows or school, influence the way children talk to certain people (authority figures) and the way they act around children of their own age and those of authority, and whether or not it helps them learn the words they pick up first so quickly.
Skinner
American behavioural psychologist. Skinner invented operant conditioning, which is learning through positive and negative reinforcement and then cancelling out the behaviour (ignoring) completely. he strongly believed that human free will was actually an illusion and any human behaviour was a action of repeating the same thing over and over again until they learnt what is good and what is unacceptable in society. If actions were bad then they would not be repeated and cancelled out or would have negative reinforcement (eg. telling off) but if they results were good they would be reinforced in a positive way (eg. well done or given something). Skinner pioneered modern behaviour along with Watson who conditioned 'Little Albert' to fear fluffy animals by pairing the sight of it with a loud noise and Pavlov who looked into salivation of a dog when it saw food.
Skinner discovered and then advanced the rate of response as a dependant variable in psychology, and his worked was highly influenced by schedules of reinforcement.
This theory links in as it shows that by positive or negative reinforcement on anyone (animals or children) they will eventually learn what is right and wrong. For example if a child does something good the care giver will say well done or something positive with a cheerful tone of voice and the child will laugh and carry on doing it, whereas if they did something bad the care giver would either ignore the matter or give a negative reinforcement such as "that wasn't very nice", with a lower and sadder tone of voice, in which the child will pick up on that and after time not do it again.
Tuesday, 2 July 2013
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