Developmental psychology, which is also known as Human Development, is the study of progressive psychological changes that occur in human beings as they get older. Development is the series of age-related changes that happens over the course of a lifespan. People pass through different stages in a specific order and each stage builds on top of another and we develop capacities through those stages. Developmental psychologists have come up with their own theories as to how human beings develop. This leads theorists such as Jean Piaget, to argue that development happens in early childhood and stops once a child reaches adolescence, (meaning that the human being is fully developed by the time they reach their teen years), and it leads other theorists
Every child is unique. To have an educational success we need to base on the need of every child and to adapt the educational need. As adults we know that what we believe, know and think is reflecting in what we do for the children. That’s why the Early Childhood is the most import part in the adult life. This period is an continue process in education which is focus on physical and cognitive development The child development is an continuous process where the child develop an appropriate behaviour which define de child in the relation whit himself or with adults.
Before Saussure, Linguistics had been concerned about how a language develops after some time. Saussure argued that by tracing history we are unable to know how something works. Similarly as we can't comprehend a community just by looking at the relationships between the distinctive parts, so we have to look at the relationships between the diverse parts of language. Connections between the parts of language help us to know the meaning. Words have no relationship with reality.
Gardner’s 2006 Socio-educational Model of Second Language Acquisition This model has been revised over the years. Consequently, it has several versions which were devised in 1979, 1983, 1985, 2000, 2006, 2007, and 2008. There are slight differences between different versions. As stated above, the socio- educational model assumes that learning a second language is different from learning another school subject because it takes a significant amount of time, and that in any given time period different individuals attain different levels of proficiency. But in the new model proposed by Gardner (2006), he has emphasized motivation as key tenet in second language acquisition.
The nature of children 's language development and stages of language development is very important. A child 's language skills will go hand in hand with the development of physical, mental, intellectual, and social. Therefore the child 's language development is characterized by a continuum that moves from the sounds or simple utterance to the more complex speech. According to Tarigan (1998) there are two basic rules that allow a child can acquire language skills, that are potential biological factors which are owned by the child, as well as social support
Languages are the basic key that make people communicate and exchange thoughts and feelings with each other. If not words, someone will not be able to understand the other, nor two souls will be merged together in any activity, nor we found
Language enrichment Building a child’s vocabulary is the foundation to reading, writing, verbal expression, and in many ways, vocabulary is an important factor in building analytical and critical thinking. The language is used to express intentions, describe feelings, and understand the ideas of others. From the first cooing sounds that infant makes in response to a tickle to the first words of toddlerhood and each step from that moment is considered as child 's progress. Between the ages of 18 and 36 months, language growth occurs very quickly: babbling becomes more deliberate in tone, and children literally learn new words every day. Very quickly they begin to combine words and use short sentences.
This entails delving into the many intricacies of human cognitive capacity, paradigms of language and gradual learning among others. It is no exaggeration to say that a person initiates language learning from the cradle, being exposed to it on a daily basis he or she subconsciously accustoms to and acquaints oneself with the rules and nuances of what we call: one’s native language. This natural learning is later on supplemented with didactic approach to ensure proper use and fluency. Depending on the region of birth, a person will ,in most instances, find himself or herself learning the so called second and foreign languages. Second language is a language used in the locale of the speaker and is taught along with the native one, which we call the first language.
It is known that human beings use, powerful features like speaker's vocabulary, style of speech and verbal habit to recognize speakers. Intuitively, it is clear that these features constitute important speaker information. The difficulty arises in representing these features due to limitations of the existing feature extraction techniques . Current speaker recognition systems use segmental features such as vocal tract shape to represent the speaker-specific information. These features show significant variations across speakers, but they also show considerable variations from time to time for a single