Language Development

It is a fact that with little assistance from adults, most children obtain a very complex language system in a very short period.

• Nativists believe that young children have a “built in” comprehension and ability that ease language acquisition
• Information processing theorists relate general beliefs of cognition to explain how some features of language may develop.
•  Sociocultural theorists stress the position that social relations take part in language learning.
• Functionalists suggest that children develop language mainly because it improves their efficiency in social groups and boosts their capability to please their own needs.

Trends in Language Development

• Younger children add several thousand new words to their vocabulary each year.
• As they get older, they begin to use syntax to understand other people and make sentences with complex syntactic structures.
• They can have longer conversations  and can change their words to better fit their listeners

      Diversity and Exceptionalities in Language Development

• Children from higher SES backgrounds usually have a more superior vocabulary because they are exposed to more words.
• Different ethnic groups have different dialects and  sociolinguistic behaviors.
• Disabilities to include abnormalities in receptive or expressive language, hearing impairments and, to a lesser extent, visual impairments could cause differences in language development

Below is a graph that depicts the level of language development from infancy to early childhood.

Intelligence

Intelligence has different definitions, some focus on intelligence from the emotional point of view and others from the academic point of view. However, Intelligence involves knowledge, mental process and ability.

According to Cattell-Horn-Carroll, children distinct in:

-Fluid Intelligence which is the ability to obtain knowledge fast and adjust to a different situation.
-Crystallized Intelligence is skills and knowledge that children obtain from past experience, schooling, and culture.

According to Gardner and to his different investigations, we have 8 multiple intelligence which he views as abilities and these are:

-Linguistic Intelligence: This is the ability and how easy is for some people to communicate. Examples: Motivational Speakers, Poets, Writers.

-Logical- Mathematical Intelligence: The ability that some people show in Science or Math. Examples: people with ability to resolve mathematical problems, people who can formulate a hypothesis and observe the results.

-Spatial Intelligence: This involves mental images, making discrimination between similar objects. Examples: People, who can create a mental image, people who can draw visual likeness of any specific object.

-Musical Intelligence: This is the ability to understand music. Examples: People, who can play any instrument, people who can compose a musical work.

-Bodily-Kinesthetic Intelligence: this is the ability to use the body skillfully. Examples: professional dancers, sport players.

-Interpersonal Intelligence: The ability to understand other’s people behavior. Examples: When a person is aware of other person’s feelings, be able to realized other people’s intentions and necessities.

-Intrapersonal Intelligence: the ability to be aware of our own feelings and desires. Example: a person who can realize when he or she had feelings of anger or sadness and be able to understand the reasons.

-Naturalist Intelligence: Is the ability to identify and differentiate natural objects and life forms. Examples: Geologists, Anthropologists.

Cognitive Development

Cognitive Development is the arrangement of thought process, which involves solving problems, making any decision and recalling any memories from childhood through adolescence and adulthood.

Stages of Cognitive Development in Children according to Piaget

-Sensory Motor Period (0-24 months)

• Children develop simple reflex such as sucking, grasping, closing fingers, kicking their own feet. From 8 to 12 months babies become more coordinated and by the age of 24 months they are able to recognize symbols.

-Preoperational Period (2-7 years)

• Children increase verbal coordination, reality is not firm but they grasp logical thinking.

Period of Concrete Operation (7-12 years)

• Children develop more logical thought, they also develop logical sequence, thinking becomes less egocentric.

Period of Formal Operation (12 years and up)

• Children develop more abstract thinking, their reasoning becomes more close to reality and they also can handle proportions and logical system can be obtain.

Physical Development

Concentrate on the physical growth and the development of both gross, fine motor control of the body.

                                            

• (Infancy, Birth to 2years of age) Motor Skills- requires coordination between the brain and the muscle. The skills often require a great deal of practice and before coming automatic.

• (Early Childhood 2 years of age -6 years) Gross Motor Skills- Use the large muscle of the arms, legs, hips, and back such as when sitting crawling, walking, running, catching, climbing, kicking a ball, throwing.

• (Middle childhood 6-10 years of age) Fine Motor Skills involve the coordination of the smaller muscles of the hands and fingers for pointing, drawing, using lips and tongue to taste an object, buttoning your clothes, and writing.  Both of these skills usually develop together.

• (Early Adolescent) 10-14 years of age, self-consciousness, some risk taking, rapid growth, puberty, and for women menarche.

• (Late Adolescent) 14-18 years of age, growth spurt end, sexual activity, risky behaviors, alcohol and drugs are introduced.

Below is a chart that depicts the physical development from infancy to adolescent years of a male child, not all develop and grow at the same level, genetic has a lot to do with a person outcome..

Family, Culture, and Community

                                              

Family, culture, and community are crucial to the development of young children. Having these three pieces as a foundation in a child’s life would help them evolve into adults with exposures to love, care, guidance, socialization and much more. These foundations also teach them to be well rounded human beings. Family is referred to as two or more people who live together. Every child needs at least one responsible, caring and loving adult devoted to their health and education. Families play a big role in the socialization of children.  All families are different and unique in their own way and offer benefits and challenges for children.

Teachers

Teachers should be inclusive of families by recognizing the many different structures and inviting families of all kinds to become involved at school. Below are some recommendations.                               

·         Help children and their families feel valued members of the school.

·         Recognize the significance of families in children’s lives.

·         Acknowledge the strengths of families’ varying backgrounds.

·         Use a variety of formats to communicate with parents.

·         Tell parent about children’s strengths.

·         Be sensitive to parents’ concerns about their children.

·         Encourage parents and guardians to get involved in school activities.

·         Encourage acceptance of diverse family structures.

·         Be supportive when children go through a family transition

Parents/Families

Parents and Families have a huge influence in children's development through the relationships they build with children. Children are also influenced by siblings. Families must provide a safe and nurturing environment for their children. Parents give their children genes for basic human traits and for their own individual characteristics. Families are usually concerned for their children, they serve as role models, and engage children in loving relationships, and support children to participate in social activities. Parent’s role is to be the nurturer.

Culture

Culture is a bond that brings families together. Cultures vary within families and affect ones principles and philosophies of life. Children and families are affected by their experiences in ethnic groups and cultural traditions. Children's ethnicity affects their values, actions, and styles of communicating. Educators should build on children's experiences in the community, and when teaching about culture be sensitive of the diversity of all children. Provide children with support, resources and knowledge of all cultures so they can be sensitive to each other.

 

 

Additional Resources
http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_cul57-74.pdf

http://www.aecf.org/upload/PublicationFiles/families.pdf

http://brightfutures.aap.org/pdfs/Guidelines_PDF/3-Promoting_Child_Development.pdf