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CLA (cognitive development (piaget) (cognitive development of the child…
CLA
cognitive development (piaget)
cognitive development of the child precedes the language development
1st stage: 0-3 years the child is egocentric. this is called the sensori-motor stage meaning the child simply only cares about its own feelings. object permanence has not developed
2nd stage: pre-operational stage - imaginative play is formed. for example: playing games created within their minds and increased vocabulary is obtained
3rd stage: formal operations - child will start to recognize thoughts and feelings of others. however, they are unable to rationalize for example: if a parent tells a child to sleep, they could very adamant about not going to sleep
4th stage: formal operations - the child is able to understand abstract concepts these can only be acquired when the child is older and the brain is able to understand relationships between things
evaluation: does not explain grammatical constructs and seem not to co-inside with any stages of cognitive development. this theory only look at this argument through one perspective and does not take external factors into consideration
innateness (Chomsky - nativism)
describes the innate ability to process language, creates the idea of 'LAD' otherwise known as language acquisition device.
claims that within most of the language variations the pattern of S-V-O is present. and we have the ability to identify this within sentences
all children go through the same stages and processing grammatical structures created virtuous errors
criticism: underestimate the role of parents / others and social interactions.study of Jim - a child who had deaf parents could not acquire language before he was permitted a speech therapist
imitation and reinforcement (skinner)
argues that children acquire language through imitations. and states that the process of successfully imitating results in approval and praise. this will cause
repeat behaviour
counter-arguments: why aren't there MORE variation as parents/carers are not the same in terms of giving approval + there are different concepts and attitudes towards this subject
all children go through the same stages of language development regardless of the amount of reinforcement. the english language has many possibilities and infinite sentence options meaning for children to only acquire language from imitation is incorrect to say
input theories: social interactions (brummer)
brummer criticized Chomsky's claims and rejects the idea of LAD and replaces it with LASS. this stands for language, acquisition, support, system
through the process of re-packagin children can obtain more vocabulary and understand grammatical structures and achieve 'sense' for example: 'I wented' (child) 'No, you mean you went!' (parent re-packaging)
critical periods: lenneberg
child at 20 months was locked away and was found at the age of 13, she could not be helped to obtain language her language remained stunted
outside influences are important and needed at the right time; specifically 0-3 years, this is called the critical period. this theory is in support with Brummer
zone of proximal development (zygosky)
created the theory that with ANYTHING you can learn, however with the help of external advice. the parent will give help to the child through re-packaging and acts as the knowledgeable other
zone of proximal development may include: re-packaging or pushing / another term for giving advice and making others realize their potential. this is used a lot in sports