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CHILD DEVELOPS IN ACQUIRING LITERACY - Coggle Diagram
CHILD DEVELOPS IN ACQUIRING LITERACY
LANGUAGE DEVELOPEMENT
SEMANTICS
the understanding of word meanings and the relationships between words. Children's semantic development is a gradual process beginning just before the child says their first word and incudes a wide range of word types.
PRAGMATICS
the way in which children use language within social situations
SYNTAX
refers to the rules used to combine words to make sentences;
NATURE VS. NURTURE DEBATE
seeks to understand how our personalities and traits are produced by our genetic makeup and biological factors, and how they are shaped by our environment, including our parents, peers, and culture.
MORPHOLOGY
an explicit understanding of morphological relations between word forms and meanings, such as grammatical inflection and productive derivation, and (b) the ability to manipulate the morphological structure of words
BRAIN DEVELOPMENT AND LANGUAGE
Between 24 and 35 months of age the brain is getting better at forming mental symbols for objects, people, and events. This is directly related to the growing ability to use many more words and short sentences. Delays in language can have a variety of sources.
PHONOLOGY
a key early competency of emergent and proficient reading and spelling. It involves an explicit awareness of how words, syllables, and individual speech sounds (phonemes) are structured.
LANGUAGE ACQUISITION THEORIES
NATIVIST THEORY
children are born with an innate ability to organize laws of language, which enables children to easily learn a native language.
INTERACTIONST THEORY
combines ideas from sociology and biology to explain how language is developed.
BEHAVIORST THEORY
focuses on the idea that all behaviors are learned through interaction with the environment.
BILLINGUALISM
it helps children form a basis for processing more complex tasks and learning processes throughout the rest of their life.
FACTORS THAT INFLUENCE LANGUAGE DEVELPMENT
ENVIROMENT
INDIVIDUAL DIFFERENCES
GENETICS
DEVELOPMENT OF STRUCTURED LANGUAGE IN CHILDREN
GRAMMAR ACQUISITION
requires the subconscious mind of accepting grammatical knowledge that is then confined and used in communication.
MORPHOLOGY DEVELOPMENT
largely based on the detection of grammatical patterns in the input, children show a high degree of creativity in applying morphological patterns or rules, the evidence for which can be found in empirical data.
TWO-WORD STAGE
children between the ages of 18-24 months will typically start to speak in mini-sentences. This is the stage in which children begin combining words together to better communicate their emotions, needs, and perceptions.
COMPLEX SENTENCES
sentence that is made up of one independent clause and one or more dependent clauses. Independent clauses have a subject and a simple predicate and can stand alone as a sentence. For example, Mice love cheese.
HOLOPHRATIC PERIOD
generally occurs between the ages of nine and 18 months. Children have developed enough language skills to say single words during this stage.
OVER- GENERALISATION AND CORRECTION
child uses the wrong word to name an object and is often observed in the early stages of word learning. We develop a method to elicit overgeneralizations in the laboratory by priming children to say the names of objects perceptually similar to known and unknown target objects
EARLY LANGUAGE DEVELOPMENT
starts with sounds and gestures, then words and sentences.
PRAGMATICS DEVELOPMENT
involves children's acquisition of communicative competences, that is, learning how to use language, to communicate and understand others appropriately and effectively in a widening range of social contexts and activities while assuming increasingly complex social roles
PRE-LINGUISTIC DEVELOPMENT
child will learn more words and start to understand how the sounds within language work together.
BILINGUAL LANGUAGE DEVELOPMENT
bilingual children are better able to focus, plan, prioritize and make decisions.
MULTILINGUAL LANGUAGE DEVELOPMENT
stimulates brain development and helps children learn because they can think about their ideas in two (or more) languages.