Description Discussion: Language Development Every normally developing child in the world learns language. It does not matter whether a child is rich or poor, educated or not. While the process may seem magical, how does it actually happen? The following brief scenarios represent a child’s developing use of language and a parent’s response to utterances: A young infant sits on a parent’s lap facing the parent. The baby smiles and coos and makes many unintelligible sounds. The parent copies the sounds and smiles back at the baby. A 1-year-old is at the table with her family. She reaches forward and makes a sound. One of the parents uses a high-pitched voice, and says, “Oh, you want some more milk?” (Infant directed speech) A toddler says, “Mommy goed tore?” and the parent says, “No, mommy is going to work. She will be back soon.” (Over regularization) A preschooler says, “I wanna pay it da tuck and car.” A parent responds, “I know you want to play with the truck and car but it is time for bed.” A 6-year-old says, “Daddy, don’t turn off the TV. I am going to watch the show about the bears in Yosemite.” Dad responds, “Let’s get a book about bears off the shelf—and one of our books about Yosemite—so we can look things up while we watch the show.” Are these parents teaching language or simply trying to be understood by their children? Most linguists agree that language is not directly taught but develops as a result of dialogue and interaction. The process begins at birth. Each stage seems to unfold naturally in environments in which children converse with adults and older children. There are two opposing theoretical views of the language development process. Behaviorists think that language develops only as a result of specific reinforcements given to children when they begin to make sounds and words. Behavioral geneticists and cognitive theorists believe that there is a genetic basis for language and that, in infancy, children begin to sort sounds and words based on what they hear. As children grow, they learn through dialogue and their own reasoning. What makes the most sense to you? HI!! I HOPE YOU ARE DOING WELL!!EXTRA INFORMATIONWEEK 2: INFANCYHOW IMPORTANT IS LOVE? DO BABIES NEED LOVE? MOST PEOPLE WOULD ANSWER THESE QUESTIONS WITH A VERY BIG “YES!” HOWEVER, PEOPLE DIFFER IN THEIR BELIEFS ABOUT HOW TO BEST DEMONSTRATE THAT LOVE TO BABIES. HOW MUCH ROCKING, HOLDING, COOING, AND PLAYING DO BABIES NEED? HOW DO PARENTS DECIDE HOW MUCH IS ENOUGH? MANY PARENTS WORRY THAT THEY WILL SPOIL THEIR BABY IF THEY PICK THE BABY UP TOO MUCH. DO THE PARENTS’ RESPONSES VARY BASED ON THE BABY’S INNATE TENDENCIES OR TEMPERAMENT?PARENTS MIGHT ALSO WONDER HOW MUCH THEY SHOULD STIMULATE THEIR BABY IN FACE-TO-FACE PLAY AND BY SPEAKING TO THEM. IN THE PAST, MANY PEOPLE, INCLUDING PSYCHOLOGISTS, BELIEVED THE BABY WAS NOT SHAPED BY THESE EXPERIENCES UNTIL LANGUAGE EMERGED. WHAT DO YOU THINK YOUR ROLE IS IN STIMULATING EARLY LANGUAGE DEVELOPMENT?THIS WEEK, YOU WILL EXPLORE THESE AND OTHER SUCH QUESTIONS RELATED TO ATTACHMENT AND LANGUAGE DEVELOPMENT. IN ADDITION, YOU WILL DISCOVER WHAT EXPERTS BELIEVE AND WILL EXPLORE THE SIMILARITIES AMONG CULTURES.LEARNING OBJECTIVESSTUDENTS WILL:ASSESS THE IMPACT OF NATURE AND NURTURE ON LANGUAGE DEVELOPMENTANALYZE TEMPERAMENT AND CARE GIVING TO PREDICT ATTACHMENT STYLEAPPLY CONCEPTS, PRINCIPLES, AND PROCESSES RELATED TO ATTACHMENT AND RELATIONSHIPSDEMONSTRATE KNOWLEDGE OF PHYSICAL, COGNITIVE, AND SOCIAL/EMOTIONAL DEVELOPMENT IN INFANCYLEARNING RESOURCESREQUIRED READINGSWOOLFOLK, A., & N. E. PERRY. (2015). CHILD AND ADOLESCENT DEVELOPMENT (2ND ED.). SADDLE RIVER, NJ: PEARSON. CHAPTER 4, “INFANCY AND TODDLERHOOD”NEUROBEHAVIORAL ASSESSMENT OF THE NEWBORN IS COVERED IN ADDITION TO THE PHYSICAL, COGNITIVE, AND SOCIAL/EMOTIONAL DEVELOPMENT OF THE INFANT. SPECIAL TOPICS INCLUDE TEMPERAMENT AND THE FORMATION OF FIRST ATTACHMENTS.DAVILA, J., & LEVY, K. (2006). INTRODUCTION TO THE SPECIAL SECTION ON ATTACHMENT THEORY AND PSYCHOTHERAPY. JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY, 74(6), 989– 993.IN THIS INTRODUCTION, THE AUTHORS DESCRIBE SEVERAL KEY FACTORS OF ATTACHMENT THEORY. THE RELATIONSHIP BETWEEN ATTACHMENT THEORIES AND PSYCHOTHERAPY ARE DISCUSSED.KERNS, K. (1994). A LONGITUDINAL EXAMINATION OF LINKS BETWEEN MOTHER-CHILD ATTACHMENT AND CHILDREN’S FRIENDSHIPS IN EARLY CHILDHOOD. JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS, 11(3), 379–381.THE ARTICLE REPORTS ON A LONGITUDINAL STUDY DEMONSTRATING THE RELATIONSHIP BETWEEN ATTACHMENT STYLES AND FRIENDSHIP INTERACTIONS.OPTIONAL RESOURCESMCLAUGHLIN, B. (1995). FOSTERING SECOND LANGUAGE DEVELOPMENT IN YOUNG CHILDREN. RETRIEVED FROM HTTPS://ESCHOLARSHIP.ORG/UC/ITEM/23S607SRTHIS WEB PAGE DESCRIBES CURRENT SCIENTIFIC UNDERSTANDING ABOUT THE LEARNING OF TWO LANGUAGES.
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