Cognitive Development and Language Skills Development “Cognitive development underpins all the other aspects of development as children start to explore and make sense of the world around them. It is closely linked to the development of language and communication skills as children interact with the people around them.” There are many theories written on the subjects of cognitive development and language and communication. These theories vary in several ways, but they all seem to make the link between the too subjects. Childcare settings put these theories into practise in a lot of ways, sometimes without even realising it, just through conversation. Cognitive development ===================== Piaget’s theories of cognitive development are that children learn through exploration of their environment.
Piaget’s ideas opposed the traditional behaviourist theory; he believed that infants frequently and actively seek stimulation. Piaget’s theory is closely related to critical thinking skills, he suggested that the acquisition of a person’s knowledge is the result of interaction between the learner and the environment and so learning is facilitated by a child’s acquisition of new skills and experiences, allowing the child to progressively become more capable of critical thinking. Piaget’s theory has allowed researchers, teachers and psychologists to further understand the development in any child although it has been criticized there, Piaget’s theories on development has allowed for new experiments and testing on children’s behaviour as well as a scientific approach to how we learn.
Speech begins as a means of communication and socializing and later becomes a tool of thinking. At this point speech and thought become interdependent. When this happens, children's monologues internalized to become inner speech. The internalization of language is important as it drives cognitive development. Vygotsky believed that children use language to plan, guide and monitor their behaviour.
Possessing a language is a quintessentially human trait, yet the acquisition of language in children is not perfectly understood. Most explanations involve the observation that children mimic what they hear and the assumption that human beings have a natural ability to understand grammar. Behaviorist B.F. Skinner originally proposed that language must be learned and cannot be a module. The mind consisted of sensorimotor abilities as well as laws of learning that govern gradual changes in an organism’s behavior (Skinner, B.F., 1957). Noam Chomsky’s review of Skinner’s Verbal Behavior (Chomsky, 1959) challenged this belief by arguing that children learn languages that are governed by highly subtle and abstract principles, and they do so without explicit instruction or any other environmental clues.
Behaviorists view children’s mind as a blank slate, which means that children develop language only by imitating the adults’ version of the language. As a result, parents can construct their child language based on their beliefs and what they want. However, that cannot be accurate all the time. Children are creative. They create their own language rules by themselves.
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.
Bruner and Wittgenstein: Language Learning A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal (Bruner 1983). Ludwig Wittgenstein's own remarks on the topic also furnish an interesting story independent of Bruner's selective use of his corpus, especially insofar as his approach results in an irreducible riddle and a hypothesis by his own account (Wittgenstein 1953 and 1958). The two views are explored, contrasted and critiqued. In the end, neither will do to resolve problems in our methodological understanding of language acquisition, for which the most important reasons are given.
Previous research testifies that memory and cognition go hand-in-hand and do not work independently. It is through this process that gradual organization of language is therefore build upon. The chapter cover many interesting topics that deal with children’s knowledge of language and it closes by reminding its readers that in order to dissect the nature of language within children, one must always reference back to their behavior performance with the
Cognitive development is concerned with the many ways in which children’s thinking develops in stages of life to adulthood. Jean Piaget and Lev Vygotsky two influential developmental psychologists, play an important role in developing a scientific approach to examining the cognitive development process of a child. As similar as their theories are, they have numerous differences. Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.
McInerney (2014) explores Vygotsky’s theory of cognitive development, explaining that language is used as a communication instrument and a way to organize our own thoughts. Vygotsky believed that children develop a tool called self-talk or private speech as a way for them to make sense of their own actions and thoughts. This then develops to then internalizing their thoughts and further to public speech, Vygotsky’s belief was that children develop cognitively with exposure to their surroundings and social situations. Learning how to process, project and receive language at a young age is important in the development of higher mental processes including; planning and evaluating, memory and reason, which are important in the functioning in society as adults. According to Piaget’s theory of cognitive development, language is the basis for learning the skill of internalizing problems instead of using objects and increasing their mental capacity (McInerney, 2014).