Language Acquisition Theory

The pursuit of bilingualism in a child can be affected by phases that the child undergoes en route to discovering their unique cultural identity (which can be a unification of different cultures). This discovery is something parents should not interfere with or impose on, but left up to the child. The most parents can do for their children is to—at the first opportunity—teach their native languages and the culture it represents, at equal

Language acquisition starts at birth. The child is exposed to a spoken language and the Phonological system starts working. This system is responsible of recognizing the sound of a language. This spoken language entails phonemes, phonotactics, stress pattern and intonation system all of them included in the same received sound. Therefore, children have to differentiate all these elements every time they are exposed to the speech of those close to them and somehow children do that and they are not only able to differentiate the elements found in their native languages but also switch languages with this language’s characteristics if they are exposed to another language

Language development is a critical part of a child’s overall development. Language encourages and supports a child’s ability to communicate. Through language, a child is able to understand and define his or her’s feelings and emotions. It also introduces the steps to thinking critically as well as problem-solving, building and maintaining relationships. Learning a language from a social perspective is important because it gives the child the opportunity to interact with others and the environment.

Language is a verbal tool that humans use to communicate and obtain knowledge. It is a combination of oral language, which can be understood as verbal communication and literacy, which is reading and writing. The development of language starts when a baby is born so that the affectation of language in early years is significantly essential. This process not only helps children in grasping and communicating but also lays a starting point for their growth in future. There are two constituents that play an important role on language development are nature and nurture.

Among the two, which one is better? Cognitive and language development both contribute to a child’s development specifically on thinking and speaking. However, if I were to choose among the two developments, for me it would be the cognitive. Why? Even if language focuses on a child’s ability be able to understand and speak a language, it is better if the child knows how to think, learn, and solve problems as they grow in order for them to figure out how things work in their surrounding and how they will be able to stand on their own once they encounter a problem.

The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading

This means that the way a person interacts with other people and the culture that they live in helps to shape who they are, and how they think and process things. Vygotsky believed that our parents, relatives, peers, society, and community plays a vital role in our development (Scott & Palincsar, n.d.). According to the belief of Vygotsky, he felt that “children are born with the basic biological constraints on their minds. Each culture provides the “tools of intellectual adaptation” allowing children to use their basic mental abilities in a way that is adaptive to the culture in which they live” (Cherry, 2017).

Appropriate social and emotional skills help children develop the skills they need for cooperation, following directions, self-control and paying attention. These skills are innate, however in the school setting have become a part of everyday learning. Especially since social and emotional competencies are critical for children 's success, in school as well as in other settings, and later phases of life into adulthood. (Darling, 2016, p. 3). Developing social-emotional skills in children help them persist on challenging tasks, and effectively seek help when they need it along with exhibiting thoughtfulness in their actions.

Child-Directed play is important because it allows children to find practice necessary skills like overcoming obstacles, problem-solving, effectively communicating feelings, and working with others who may have different ideas and points of view. It also encourages development of children 's skills such as cognitive, emotional, social and physical. It is a necessary part of every child 's life. In experiments conducted by Webster-Stratton & Reid, the difference between child-directed play and adult-directed play are shown. In the experiment, a five-year-old boy, Dylan who had shown aggressive behavior towards people and threw tantrums, was asked to participate in child-led play with his parents.

In this type of discipline gives different effect on the child’s development. The various approaches can even influence the child’s behaviour, emotions, thoughts and perception. Within this approaches it helps us understand on how we can take care of our children making them grow better. In making our children choose the right path, it is our responsibility to help them accomplish this goal.

It’s important to respect parent’s views and help them build on the knowledge about children (Meggitt et al, 201, page

Parent Handbook: Goals: Can identify 6 body parts from a picture. Says Full Name Sings songs and finger plays Can say and use 500 or more words Able to balance on one foot Identifies colors when asked (Red, Orange, Yellow, Green, Blue, and Purple) Philosophy: Our classrooms philosophy is play-based, the lesson plans and how we teacher grow and develop with the children as the year moves on. Different areas of development that we want to help progress and encourage are their literacy skills, social and emotional development, and their problem solving skills.

Developmentally appropriate practice implies that educationalists need to consider first about what young children are like and then create an environment and experiences that are attuned to child’s characteristics. According to children’s needs and interests, teachers apply their knowledge about the child development to design a program to fit them and help them accomplish challenging and attainable purposes. There are five key components of developmentally appropriate practice. Firstly, we should create a caring community of learners. Secondly, teaching has to enhance development and learning.

Interactions between an adult and child during the early years are vital for their development and learning, as they are still grasping day-to-day skills and understanding new life concepts. Children learn and develop their language and literacy skills through interactions with others; they begin by absorbing, listening and then imitating and practising (Buckely 2003) Learning environments that promote language and literacy development are environments which expose and encourage children to interact with various forms of print. Behaviourists such as Skinner (1953) argue that language acquisition and development are learned through observation of behaviours in their social environment; these behaviours are then practiced through imitation by the child. Children learn through imitating what they see others do or how they behaviour, play is the most important learning tool for children to construct meaning of these behaviours.