The Role Of Sociocultural Interaction On Children 's Development Of Language Knowledge

The Role Of Sociocultural Interaction On Children 's Development Of Language Knowledge

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The Interactionist Perspective focuses on the primary role of sociocultural interaction in children’s development of language knowledge. This perspective contends that children acquire language through their attempts to communicate with the world around them. This perspective encourages teachers to focus on providing many social interactions in which oral and written language are used. Teachers should provide students with many “talking: opportunities, so children can begin to understand the ways in which language functions. Adults play an important role as they support children’s language development by serving as an expert who often creates conditions that make for effective communication. Adults can use the zone of proximal development by providing children with supportive scaffolding that give children opportunities to participate in a conversation. Adults serve as mediators and play a very important role in a child’s language development. The environment is also important in supporting and facilitating children’s language development. These conditions that provide context that facilitate oral language development are immersion, demonstration, engagement, expectations, responsibility, approximations, employment, and response. It is important for children to be surrounded by language, witness how language is used, be encouraged to participate in language, responding, creating messages, to form real communication, and to receive feedback.

• 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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