• Linguistic scaffolding refers to a supportive manner in which adults or older children interact with young children in a dialogue. The role of linguistic scaffolding in a child’s acquisition of language is by supporting the child’s speech by recognizing their linguistic capabilities and assi...
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...e is your jacket?” [Child gestures.] Yes, that is your jacket. Bring me your coat. [Child gives jacket to adult.] Let’s put the jacket on. [Holds jacket for child.] Put one of your arms in the sleeve. [Child responds.] There you go. Now let’s put your other arm in the other sleeve.
• The Cognitive Developmental perspective emphasizes that language is acquired as maturation occurs and cognitive competencies develop. This perspective encourages teachers to pay close attention to a child’s stage of cognitive development and use that knowledge to plan learning activities. Curricula in infant and toddler centers would have many opportunities for these children to engage in sensorimotor activities (engage in symbol making and symbol manipulation). This would encourage children to represent their world using oral and written symbols through speaking, drawing, and writing.
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