Initial Observation
The child I observed for this project was Reza. Reza was three years and ten months old when I observed him and took the language sample. Reza has an older brother. Reza attends Martin Luther King Daycare and is on his church’s soccer league.
I met Reza two times prior to taking a language sample. We met at a gym the first time. Reza was a little shy, but it did not last but about ten minutes. His mom instructed him to stay with me while she had her workout. We discussed fishing, hunting, and a game on his mother’s phone. I stayed with him about 45 minutes in the gym, and visited about 15 more outside. I had my dog with me, and I let her play with him, which he seemed thrilled with. The next time I saw Reza, he was at his mother’s veterinarian clinic. He remembered me, and needed no prompts to engage in conversation with me. He was happy to see my dog again, and gave her hugs and words of encouragement. Reza has a very outgoing personality, and was very happy to talk with me both times. After two visits, I felt we had built a sufficient rapport, I made arrangements to meet with him to obtain the language sample.
Reza’s parents are both very active in engaging him with other children his age. They spend family time together, and they both value education.
Student-Child Interaction
When I met Reza for the first time, he was with his mother, at the gym. His mother asked him to keep me company, and after a very short period of time, he began sharing stories about his day with me. After a while, Reza decided he needed to work out like his mom. He ran laps through the gym for me to observe. After the gym we talked outside, where Reza used a stick to fish a piece of debris out of a hol...
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... said, looking for unspoken meanings. Reza occasionally used words that surprised me. It wasn't so surprising that he said them, but it was that he understood what they meant. An example is when he used the word throttle. I asked him what it was, and he explained it simply, but correctly. He had no problem conveying his meaning when he spoke with me. He recognized not only simple objects, but more complex objects.
Works Cited
Chomsky, N. (1965) The Aspects of the Theory of Syntax (pp 25) The MIT Press Cambridge, MA.
Piaget, J. (2000) An Introduction to Montessori, Erikson, Piaget & Vygotsky (Carol Garhart Mooney) Redleaf Press St. Paul, Mn.
Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
http://www.asha.org/public/speech/development/Pragmatics
social life outside of the house. The difference between his school language and his home
With the success of working with these children she was asked to open a school in a housing project in Rome, which was opened on January 6 1907, which was called Casa dei Bambini or Children’s House. Montessori was focused on teaching the children how to develop their own skills at their own rate, which was a principle Dr. Montessori called “spontaneous self-development”. [Early Childhood Today, p. 74.] Montessori discovered that children’s innate power for learning worked best when the children were able to be left alone in a safe, and a hands on environment. When the children were given furniture, equipment, and supplies they were able to work by themselves, they were also self-motivated to explore experiment and reach new understandings. Montessori found self...
According to Maria Montessori, 'In the special environment prepared?in our schools, the children themselves found a sentence that expresses their inner need, 'Help me to help myself.' ? (Standing, 1957). The ?prepared environment?, according to Montessori, consists of clean, bright, multi-sensory stimulating materials that are engaging for the child and that are placed in at their level so they can be accessed freely. There is a concentration on ?discovery moments?, defined as when a child learns new information through personal exploration (Fisher, 1964), in reading, math, social skills, and other subjects. The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others. The result of this approach is a classroom full of self-monitoring students.
The Montessori Method has been and is very popular around the world with early childhood practitioners and parents. The Montessori approach is designed to support the natural development of children in a well-prepared environment. Some of the principles and philosophy are respect for the child, sensitive periods, the prepared environment, absorbent mind, and observations. (hardy, 2013) (Notes, 2013)
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
There are basic Montessori methods. They are: The teacher must pay attention to the child, rather than the child paying attention to the teacher, the child proceeds at his/her own pace in an environment controlled to provide means of learning, and Imaginative teaching materials are the hear...
This essay is going to illustrate the different stages in language acquisition that children pass through and elicit the theories in accordance.
Chomsky's linguistic theory is based on the following empirical fact: "children learn languages with limited stimuli", or the problem of poverty of evidence (Chomsky, 1959). Exposure to language is required for a language to be acquired, and thus environment and nurture are not entirely left out of the equation. However, this theory states that a child is born with an innate predisposition to a...
Chomsky, N. (2000). Knowledge of language: Its mature, origin and use. In R. J. Stainton (Ed.), Perspectives in the philosophy of language: A concise anthology (pp. 3-44). Peterborough: Broadview Press.
Vygotsky L.S. (1978), Tool and Symbol in child development(p.19-31),Problems of method(p.58-79),Interaction between learning and development(p.79-92).In Mind in society :the developmental of higher psychological processes. Harvard university Press , Cambridge, Massachusetts, London
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
Vygotsky, L. (1978). Mind In Society:the development of higher psychological processes. Cambridge, Ma: Harvard University Press.
Mooney, C.G. (2000). An introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press.
I listen to the constant roar of motors as the dirt bikes and go-carts race around the small track behind me. For a few (usually uneventful) hours every Tuesday, I work at the ticket and rider registration booth; collecting money and making everyone sign the if-you-die-you-can’t-sue-us forms. As usual, I was signing in a few riders and spectators at my station; as I listened to my ipod in one ear I completed my task that I had done hundreds of times before. However, this time something distracted me, something that made me lose my rhythm in completing the current customer’s registration. That something turned out not to be the usual bike, go-cart, or anything with a gas or break. That something turned out to be a guy. He stood in the line and watched the motocrossers lay the bikes sideways in the air and land it, making it look easy as pie. However, at that moment I couldn’t have cared less about the motocross race going on right next to me, there could have been a massive bike pile up and it wouldn’t have brought me out of this odd trance. Regarding looks, he seemed absolutely perfect. His skin was a nice tan probably from riding in the sun, his eyes were piercing blue and he was the perfect height. I quickly realized that I had been ignoring the customer that I was currently helping, and kept stealing glances his way to take another look. I finished up the current customer and sent him on his way, probably wondering why this girl was so distracted the entire time. Never the less I worked through the next customer quickly in order to have a chance to talk to this mysterious guy. I kept stealing glances over at him until finally it was his turn to be signed in. As he walked up I met his gaze and he smiled. He looked even more beau...
Pound, Linda (2012). How Children Learn : From Montessori to Vygosky - Educational Theories and Approaches Made Easy. Retrieved from http://www.eblib.com