In the Ingvarsson (2010) study, they used echoic prompting as well as constant prompt delay to mand for answers to questions by saying “I don’t know please tell me”. In this study they took baseline data by asking 56 questions. They would mark these questions as known or unknown, depending on if the child answered the question. During the training phase, the experimenter used echoic prompting and constant prompt delay. The experimenter would ask the child a question that was labeled unknown in the baseline phase. After the experimenter would ask the question, he would immediately provide a verbal prompt. The verbal prompt that was used was “I don’t know, please tell me.”. After the participant response was modeled correctly, the experimenter would model the correct answer. If the child did not repeat the correct answer, the experimenter would provide a prompt. When the child stated the correct answer, the experimenter would provide descriptive praise. The results of this study showed that following the intervention 2 participants had quick acquisition and generalization. One participant gains did not meet acceptable levels until edibles items were made contingent. Lastly, one other participant’s correct answers did not increase until after direct training of correct answers. Overall, these results provide a replication and extension of the Ingvarsson et al. (2007) study. (Ingvarsson, 2010) The following studies looked at interventions used to help in language development using Discrete Trial Training. This study done by Krantz, Zalewski, Hall, Fenski & McClannahan (1981) was performed to teach complex language productions. They taught children to describe objects and pictures. This was done using four-term sentences. The children were also taught how to answer numerous why, what, and how questions about immediate events and then past events with
Summary: The topic of today’s reading is the ABCs of Behavior. For one of the assigned readings, Starting with ABA, Dr. Lovaas studied a group of 59 children with autism and examined the best ways for them to learn. He discovered that 19 of the children who received 40 hours a week of ABA therapy had the best outcomes, and within that group, a 47% became indistinguishable from their typical peers by first grade. Therefore, if ABA teaching techniques were used intensively during the formative years, fewer children required services after the first grade, through adulthood. Also, this reading mentioned another form of ABA, the Verbal Behavior (VB) approach, this builds on all the ABA research but also enhances a child’s ability to learn functional language.
...nt/caregiver communication modifications supporting the growth of language in the home with a child, language growth outcomes in many children were conditional upon the laboratory setting; no studies have shown effective language growth outcomes in the home setting. Further, the program lacks rigorous instruction and has been found to be overwhelming for the individual with limited knowledge and resources. Finally, it can be concluded that while The Hanen Centre has done a service by teaching parents/caregivers of children with language delay, language disorders, and developmental disorders how to modify their communication to foster language growth in the home, the child with a language disorder still needs focused therapy interventions by a licensed professional who can evaluate and determine the proper language targets that can be continued through the lifespan.
Phase 6 introduces commenting. The children are taught to answer questions such as ‘what do you hear/see?’ Once the child has reached this stage, vocabulary expansion is
Whole Language versus Phonics has been a question among many top educational groups for years. Which is the best way to teach kindergarten children the proper way to speak and learn the English Language? There are many valid reasons why experts argue for both phonics and/or whole language. Both seem to be exceptional ways to master the English Language. The purpose of this research paper is to compare phonics versus whole language and to determine how technology can support each approach.
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
Children encompass the ability to learn whichever language system they are introduced to, therefore a newborn would learn the fictional Klingon language (Hoff, 2006). Klingon is not a natural language such as English or Spanish, and does not adhere to all the rules of a natural language. Due to this issue, the child would encounter problems in saying everyday terms in Klingon. Also, since Klingon is a fictional language and not spoken in society the child would not be able to communicate with others, which may cause the child to reject this fictional language. This rejection may be related to the lack of acceptance of this fictional language in society. This could constrain the child’s ability to learn a new language in which he/she can actively communicate with the people around him/her therefore, I would not advise a mother to teach her child Klingon, even though the child has the ability to learn the fictional language.
The wide world relevance of this study is that Roy alleges to have uncovered innovative methods when it comes to thinking about language development. Roy also alleges that he has found a way to set apart a direct verbal learning curve when his son learned how to say the word “water”. This causes the audience to applause when the word “water” is heard from Roy’s son. The applause is an enthusiastically rewarding moment that persuaded the audience to buy into the notion that a great scientific discovery was on the horizon.
This essay is about a child’s development and learning, focusing primarily on language development. It will describe the main stages of developmental "milestones" and the key concepts involved for children to develop their language skills, discussing language acquisition and social learning theory. The essay will also look into the key theorists involved in language development, primarily Vygotsky and Chomsky, and how these theories have had an impact on the way society views language and their implementation within schools. The essay will describe the factors affecting language development, both biological and environmental. While also discussing key arguments among theorists, one being the nature vs nurture debate, and how these play a part in the teaching in schools.
This essay is going to illustrate the different stages in language acquisition that children pass through and elicit the theories in accordance.
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
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.
Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour.
Language is crucial to young children’s development; it is essential for learning and communicating with others. Children learn most effectively through being involved in rich experiences and practical activities promoted through play, and adults need to join this play talking with and listening to them. There have been several theories about how young children acquire language. Some argued that the environment is an important factor, while others state that language is innate and that environment has a minor role in shaping knowledge.