These skills are vital to academic success. Bilingualism could also help keep brains healthy by aiding in the prevention of mental diseases such as Alzheimer’s (“Languages Build Better Brains”). Another reason for foreign languages to be taught in elementary schools is that for children, the process of learning a language is a bit different than that of older students. Children tend to learn a language more quickly
Children develop strategies that aide in the memory process. Preschoolers typically will look at or touch objects in an effort to remember something. This is not very effective, however very age appropriate. Elementary aged children typically use rehearsal to memorize information. This is more effective than the preschoolers’ strategy in memory retention.
Most children do not use all of these scribbles (Cox, 1992). Instead, children favor certain ones as they develop individual styles (Gardener, 1980). But as children grow older they lose confidence and enthusiasm in drawing that they once had. This is similar to “The Essentials of Early Literacy Instruction” by Kathleen A. Roskos, James F. Christie and Donald J. Richgels because they are doing tremendous amount of research to educationally identify which essential content is needed to be covered in the early childhood curriculum. They express the key concepts, skills, significant and foundational, necessary for literacy development and growth.
While a person is young their mind is less rigid and more open to different ideas and ways of thinking. Young children will be able to speak a language with fluent-like proficiency because they can copy sounds better than an adult. Because adults are older and have a larger vocabulary it makes it harder for them to learn a new language. Adults also tend to be more opinionated, think in more complex ways and are less likely to want to learn a new language. “…Americans feel strongly that new arrivals in the United States should speak English.
I do think positive reinforcement is a great tool for any age, I have definitely found that this works far better than focusing on what a child does wrong. Another great way to promote language skills is to find ways to facilitate peer interactions. By choosing and structuring activities that will require children to interact or work together teachers can actively foster these interactions (Wilcox, Murphy, Bacon, and Thomas, 2000). Children do sometimes seem to pick up language quickly when they are able to be more social with each
Head Start programs bring and excellent pattern to close the gaps between children from social-economic differences from those of low social-economic background. Familiarizing children with academic skills in indispensable for most children, the average children needs practice to understand and apply what they learn, for this reason Head Start contributes greatly with young learners. In both articles, research has found advances in children learning, but under the national standers testing does not reveal the expected improvement. Children who are read before Head Start are able to recognize symbols as numbers and letters, furthermore they are able to develop reading and mathematical skills during kindergarten. In personal experience, with my oldest daughter we used to read to her five times a week, my wife has been a Montessori methodology teacher for over 27 years and a regular teacher for 24 years when my oldest daughter was in Head Start (Casa de Ninos) she had a vocabulary over 300 words according to the test apply
Fast-mapping aids the language explosion by making fast vocabulary acquisition. Children hear a word once and promptly place it into a category in their psychological language grid instead of attempting to figure out the precise meaning of a word. How does overregularization signify a cognitive advance? Overregularization signifies
The current generations learn in different ways that is not limited to in school learning. Technology has given access to information that is easier for younger generations to learn from. This has led me to believe that older generations think because of our excessive use of technology that we are not learning. Video games has increased physical and mental learning skills as a form of entertainment. While several different writing programs has helped schoolwork become easier and more efficient.
“From pregnancy through early childhood, all of the environments in which children live and learn, and the quality of their relationships with adults and caregivers, have a significant impact on their cognitive, emotional, and social development” (The Impact of Early Adversity on Children’s Development (In Brief),
Still, the child could manage to obtain satisfactory results all the way to puberty. After that, it is unlikely to happen; however, opposing Pinker, Lenneberg mentions that it is possible to achieve a good level of proficiency after this critical period, although it happens with a certain degree of difficulty through different learning mechanisms. These nativist exponents argue that children are born with a biological capacity that allows them to acquire languages for through a natural process by interacting with the world that surrounds them. However, Pinker (1994) with his empirical point of view says that although children have these genetic abilities from birth, it is necessary the interaction with others who have already mastered the language to be able to assimilate it. In other words, these interactions serve as support to the process of language acquisition allowing the child to strengthen their linguistic systems.