Therefore, combining the autism and the lack of confidence she expressed after the rescue, we can assume after the fails of the previous development, Genie was apparently not an initiative child. The tragedy case of the feral child Genie shows the critical value of childhood to both cognitive and social development of human. Although her language and social skills had improved a lot since she was rescued, Genie would never become a fully developed person due to the isolation and abuse she had suffered in her
Interactionists argue that language development is both biological and social. Interactionists argue that language learning is influenced by the desire of children to communicate with others. The Interactionists argue that "children are born with a powerful brain that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others" ( Bates,1993;Tomasello,1995, as cited in shaffer,et al.,2002,p.362). The main theorist associated with interactionist theory is Lev Vygotsky.Interactionists focus on Vygotsky 's model of collaborative learning ( Shaffer,et al.,2002). Collaborative learning is the idea that conversations with older people can help children both cognitively and linguistically (
Genie lacks the necessary agents of socialization affecting her cognitive development. Family is the primary factor of socialization which can help a developing child learn how to function in society. Extreme isolation and punishment by her father, impaired Genie’s ability to learn and master basic skills. In addition, Genie did not attend school and barely left the house preventing her from experiencing secondary socialization and peer groups. Without any interaction, Genie is unable to vocalize and displays inhuman characteristics such as clawing and spitting.
First myth is introduced as receptive and expressive language which means understanding in a child with Down syndrome is measured by what he/she can say. A large body of research have shown that children with Down syndrome understand more than what they can say. (Martin, Klusek, Estingarriba & Roberts, 2009, cited in Cologon, 2013). Benefits of silent reading are mentioned in this part. It is argued that silent reading helps comprehension due to focus is on pronunciation rather than meaning in oral reading.
Genie’s isolation raised the question whether it was too late for her self image to emerge. Genie developed her sense of self out of solitary confinement due to symbolic interactionism, her existing personal conscience, and the growth of the objective component of her self image. Genie was kept in her room restrained to a chair and had no one to talk to. According to Cooley, self is constructed through how we think others view us (Wilmott, 2018). Due to the lack of social interaction for thirteen years, Genie barely received any reactions for her to evaluate.
What progress has your child made this year? I have not seen no progress of Kalina this school year. I believe the lack of communication from teacher to parent is a strong impact of Kalina’s progress. I introduce myself in the beginning of the school year to inform all of her teachers of my strong input of Kalina’s education, but when it comes to there Kalina’s concerns and/or struggles, I am not informed of there and/or her needs. I have been in contact with her math teachers, but that is not a lather of concern as Kalina does not have a math IEP
Genies case was a gift to the world as it helped answer a lot of questions, a lot of professors and so on wanted to study genies case as it helped them answer a lot of questions about language an development for example 'do you have to learn language and speech when you are young or can you start at any point of your life?' Genie is now in a private mental institution in Los Angelo's, the whereabouts exactly are unknown to anyone, as carer's believe that she is better left alone. Her mother Dorothy was visiting
She alleges that this is not true. Instead, all children have a natural ability to develop any type of language, and this is how they manage to instinctively communicate with their closest relatives. The author also suggests that if a child has the opportunity to acquire a second language during early childhood, should be encouraged to maintain it as to take advantage of the cognitive, cultural, economic, linguistic, literacy, social and school readiness benefits of bilingualism. Along with Krashen (1981), she reinstates the importance of teachers throughout the process of second language acquisition. Early childhood professionals should strive to understand what entails to expose children to an additional linguistic system.
Likewise, Pinker (1994) postulates a similar perspective to the “creative aspect of a language” theory proposed by Chomsky stating that children are biologically predisposed to acquire a language. From an innate perspective, Pinker affirms that children are gifted with a sixth sense called “speech perception”. Through this sense, they are able to distinguish the phonemes of a language, thus strengthening their linguistic system. At last, he alleges that up to the age of six a kid has an assured language acquisition process. Still, the child could manage to obtain satisfactory results all the way to puberty.
Parents and other teachers never really came to me when there was a problem, because they judge me because of my age. Many of the parents and teachers did not think I was mature enough to handle certain situations. Also when working in a preschool at a young age the children never listened to me, when I would correct them or discipline them and they would never listen and I think in a way it was a form of ageism, because the children in the classroom knew that I was younger than the head teacher and the children just viewed me as a friend rather than a
Phonological awareness (PA) is generically defined as the conscious ability to break words into individual sounds and manipulate these sounds. PA abilities have been shown to affect early literacy skills in normal hearing children and deaf and hard of hearing (DHH) children alike. Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides for the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, delays, and language difficulties. If research studies can lead to a better understanding of how PA develops in young children with CIs or HAs, then educators and Speech Language Pathologists (SLP) will be able to identify which children are at a higher risk for literacy delays later in life; consequently, preventing these delays by facilitating early development of PA skills.
According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories. These theories include: the behaviorist theory, the innatist theory, the constructivist theory, and the social interaction theory. First, B.F Skinner, a psychologist, developed the behaviorist theory of oral language development. “Behaviorist theory of language development states that infants learn oral language from other human role models through a process involving stimulation/modeling, imitation, rewards, punishment, and practice” (Reutzel, 2015, pp.38). Skinner believed that children learned by operate conditioning, which is rewards for accomplishing a goal.
All schools have a duty to make sure all pupils have equal access to the curriculum no matter what their background is. The Every Child Matters framework has made this so important. Every child has a right to all the available skills and opportunities that will enable them to make good life choices, to be able to support themselves and the needs of others and to be able to achieve much more than they ever thought
However, the sad reality is that in most cases is too late and an individual will not get treatment for a mental health diagnosis while in prison. In this case I feel that Leon is a victim of environmental, his mother’s mental health issues, social support, and finical poverty that caused him to become who he is today. Early interventions could by educators, and mental health professionals could have helped Leon at an eelier stage in his life. But it does appear that there may have been missed opportunities to clearly understand what he had experienced in the early part of his life. Because of his behaviors he was labeled a ‘bad kid’ and early interventions never took place with him or his