Language Development
According to MacWhinney (1998), language development is something that only occurs in human beings. Humans achieve this development early in their life. Specifically, the majority of language development takes place in the first 6 years in a person’s life (Senechal et. al 1995). In this phase, children learn about 8,000 root words in English (Senechal et. Al. 1995). In addition to that, children also learn how to differentiate different sounds and inflictions, learn how to put words in a sequence, and learn when it is appropriate to talk and take turns while talking.
Seeing that this is quite a feat to accomplish, children need to be supported as much as possible by their parents at home and teachers at school. In my class, I will be implementing many activities to facilitate this development. For example, making kids learn nursery rhymes and sing songs will help students learn new vocabulary. Playing fun and interactive educational games on the computer, Smartboard, or even without the use of technology is also something that I find to be very successfully in developing language skills. Furthermore, kids also learn by repetition and patterns. Having a set of spelling words each week to study and use in class for different activities will help them acquire new terminology.
At home, you as parents can also help your children during this developmental process. Talk to your kids as you would with an adult and try to keep the conversation going. This will help a child learn and expand their vocabulary, speak in proper sentences, as well as how to articulate their words. Also, introduce new words by naming simple objects and having your child repeat them. Lastly, kids sometimes need to talk aloud to learn how to self-regulate. Allow them to do this at home. Eventually, kids will learn to internalize this process.
Seeing that this is quite a feat to accomplish, children need to be supported as much as possible by their parents at home and teachers at school. In my class, I will be implementing many activities to facilitate this development. For example, making kids learn nursery rhymes and sing songs will help students learn new vocabulary. Playing fun and interactive educational games on the computer, Smartboard, or even without the use of technology is also something that I find to be very successfully in developing language skills. Furthermore, kids also learn by repetition and patterns. Having a set of spelling words each week to study and use in class for different activities will help them acquire new terminology.
At home, you as parents can also help your children during this developmental process. Talk to your kids as you would with an adult and try to keep the conversation going. This will help a child learn and expand their vocabulary, speak in proper sentences, as well as how to articulate their words. Also, introduce new words by naming simple objects and having your child repeat them. Lastly, kids sometimes need to talk aloud to learn how to self-regulate. Allow them to do this at home. Eventually, kids will learn to internalize this process.
![Picture](/uploads/2/3/6/0/23605806/2615090.jpg)
Click on the image to the left for games that your child can play to develop his or her language skills!
Watch the video below on 'Strategies for Encouraging Your Child's Speech and Language Development' at home!
Watch the video below on 'Strategies for Encouraging Your Child's Speech and Language Development' at home!
References:
MacWhinney, B. (1998). Models of the emergence of language. Annual Review of Psychology, 49, 199 – 227.
Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4 – year – old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 82(2), 218 – 229.
MacWhinney, B. (1998). Models of the emergence of language. Annual Review of Psychology, 49, 199 – 227.
Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4 – year – old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 82(2), 218 – 229.