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Lecture Class2 Vygotsky Language Development

Vygotsky's sociocultural theory posits that cognitive development occurs through social interactions. Children learn through conversations with more knowledgeable individuals, where they acquire higher mental processes. Language plays a central role, transforming basic mental capacities into higher cognitive processes. Through social interactions within their zone of proximal development, children master culturally important tasks by internalizing language. Play also allows children to rehearse social roles and norms. The development of language in children progresses from prelinguistic stages like babbling to first words and simple sentences as they acquire phonology, semantics, and grammar.

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KEZIA SAMSON
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23 views

Lecture Class2 Vygotsky Language Development

Vygotsky's sociocultural theory posits that cognitive development occurs through social interactions. Children learn through conversations with more knowledgeable individuals, where they acquire higher mental processes. Language plays a central role, transforming basic mental capacities into higher cognitive processes. Through social interactions within their zone of proximal development, children master culturally important tasks by internalizing language. Play also allows children to rehearse social roles and norms. The development of language in children progresses from prelinguistic stages like babbling to first words and simple sentences as they acquire phonology, semantics, and grammar.

Uploaded by

KEZIA SAMSON
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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322-310-MV Intellectual

Development in Children
Cognitive Development
Continued…
Source: Berk (2013) Cognitive development: Piagetian, core knowledge, and Vygotskian perspectives. Child Development.
Boston: Pearson Education
VYGOTSKY
Socio-Cultural Theory
Source: Berk, L.(2013) Cognitive development: Piagetian, core knowledge, and Vygotskian perspectives Child Development.
9th ed. pp.265-302. Boston: Pearson Education
Child Development
Nature VS Nurture
Vygotsky:
How do children learn?

• Infants are already


equipped with basic
cognitive capacities.

• They develop through


direct contact with the
environment.
Vygotsky:
How do children learn?
•Then rapid growth of language leads to a profound
change in thinking.

SOCIAL DIALOGUES
+
KNOWLEDGEABLE
INDIVIDUALS
=
Children MASTER
CULTURALLY
IMPORTANT TASKS.
Vygotsky:
How do children learn?

THROUGH CONVERSATIONS

BASIC MENTAL
CAPACITIES
transform

Into HIGHER
COGNITIVE
PROCESSES
Vygotsky Sociocultural Theory
Importance of Language

Mental activities
LANGUAG
Behavior
E
Courses of action

HIGHER COGNITIVE PROCESSES


• Controlled attention,
• Deliberate memorization
• Recall,
• Categorization,
• Planning,
• Problem solving,
• Abstract reasoning,
• Self-reflection.
Vygotsky Sociocultural Theory
Importance of Language

PRIVATE
• SELF-TALK  SPEECH:
Children’s self-guiding speech.
Vygotsky Sociocultural Theory
Children’s Private Speech
Vygotsky Sociocultural Theory
Children’s Private Speech
• As they get older and find tasks easier, their self-
directed speech is internalized into INNER
SPEECH:

• The internal verbal


dialogues we carry
on while thinking
and acting in
everyday situations.
Vygotsky Sociocultural Theory
Social Origins of Cognition
ZONE OF PROXIMAL
DEVELOPMENT
• The range of tasks too
difficult for the child to
do alone but possible
with the help of adults
and more skilled peers.
Vygotsky Sociocultural Theory
Scaffolding VS Direct Instruction
 Scaffolding: keeping the
task within the child’s zone
of proximal development, at
a manageable level of
difficulty

 Directive instruction:
explicit instructions how
to do
Vygotsky Sociocultural Theory
Scaffolding in ECE
Vygotsky Sociocultural Theory
Direct Instruction in ECE
Vygotsky Sociocultural Theory
Play = Rehearsing Social Norms

MAKE-BELIEVE PLAY  Influential


ZPD
Children advance
themselves as they
try out a wide
variety of
challenging skills.
Vygotsky Sociocultural Theory
Play = Rehearsing Social Norms
When they follow the rules of the play scene
 children REGULATE THEIR IMPULSES

Enacting rules in make-


believe 
•Understand social
norms
•Social expectations
Vygotsky Sociocultural Theory
Play = Rehearsing Social Norms & Roles
Language Development
The First 5 Years of life
Prelinguistic Development
Getting Ready to Talk
 Caregivers who respond sensitively and involve infants
in dialogue-like exchanges encourage early language
progress

(Tamis-LeMonda, Bornstein, & Baumwell, 2001).


LANGUAGE
DEVELOPMENT
Communication & Literacy
Source: Berk, L.(2013) cognitive and language development
Child Development. 9th ed. pp.360-421 Boston: Pearson Education
Prelinguistic Development
BABY Sign Language
 Based on American Sign Language
(ASL),
 The focus is on keywords of baby’s
world
 Encourage babies to communicate
 Babies who learn to sign, might speak
earlier
 Improve adults’ ability to understand
baby’s needs.
Prelinguistic Development
Getting Ready to Talk
INFANT-DIRECTED SPEECH (Baby Talk)
Adults use a higher pitch and more melodic, emotionally-
charged tone. They use simpler sentences and a slower pace.
Prelinguistic Development
Getting Ready to Talk
INFANT-DIRECTED SPEECH (Baby Talk)
Helps babies develop the ability to…
 Discriminate between different speech sounds

 Detect the spaces


between words in a
stream of speech

Baby talk makes it easier to learn about words!


Prelinguistic Development
Getting Ready to Talk

 Infants begin COOING around 2


months; vowel-like noises

 BABBLING around 6
months; infants repeats
consonant–vowel
combinations (bababa)
Prelinguistic Development
Getting Ready to Talk
Prelinguistic Development
Getting Ready to Talk
 Verbal interaction help babies figure out
the meaning of the adult’s verbal labels.

JOINT ATTENTION
the child points to an object
or event, joining the
caregiver’s attention, who
often labels it.
Prelinguistic Development
Getting Ready to Talk
INFANT POINTING
Leads to two communicative
gestures.

• Proto-declarative

• Proto-imperative

(Carpenter, Nagell, & Tomasello, 1998a).


Prelinguistic Development
Supporting Early Language Learning
Components of Language
How children build up language skills?

 Phonology: Sounds in speech


 Semantics: Meaning in words
 Grammar: Organization of words.
Consisting of…
 Syntax: How words are
arranged in sentences.
 Morphology: How the form of
words changes its meaning
 Pragmatics: The use of language
in conversation
Language Development
Phonological Development  SOUNDS
 Depends on the child’s ability to:
 Attend to sound sequences*
 Produce sounds, and…
 Combine them into understandable words
and phrases

 Children’s first words are


limited by the small number
of sounds they can
pronounce
(Stoel-Gammon, 2011; Stoel-Gammon & Sosa, 2007)
Building Language Skills
Phonological Development
 Maturation of the vocal tract and the child’s active
problem-solving efforts improves pronunciation over
the preschool years.
 Children’s phonological errors are resistant to adult
correction.
 One father tried repeatedly to get his 2½-year-old
daughter to pronounce the word “music,” but she
persisted with “ju-jic.” When her father made one last
effort, she replied, “Wait ’til I big. Then I say ‘ju-jic,’
Daddy!” *
Building Language Skills
Children’s Phonological Strategies
 REPEAT THE FIRST CONSONANT of a word, ex: “Cookie”
 “kuku”.

 PRONOUNCE ONLY DOMINANT SOUNDS (stressed


syllables) in a word, ex.: “Banana”  “nana”

 REPLACE DIFFICULT SOUNDS for easier ones,


ex.:“kid”“Tid”, “goose”“doose”, “Say”“Tay”

 DELETE DIFFICULT
SOUNDS to produce, ex.:
“bike”“bai”, “play”“pay”
Building Language Skills
Semantic Development VOCABULARY

RECEPTIVE
VS
EXPRESSIVE
LANGUAGE

Children’s earliest spoken words usually include:


People, foods, animals (in families with pets)
Objects that move, familiar actions (“hug”),
Outcomes of such actions (“hot”, “ouch”),
Social terms (“hello, bye, thank you”)
(Hart, 2004; Nelson, 1973)
Building Language Skills
Semantic Development VOCABULARY

PROTO-WORDS
Made-up words to represent a specific object.
Symbolic meaning for the child.
Connection between sounds and meaning

 For example, a child may use


the sound combination “ne-
ne” to refer to their pacifier
Building Language Skills
First Words  8 to 18 months

NATURE & NURTURE


 Gender

 Temperament

 Socio-Economic Status

 Caregiver–child interaction

 Native Language

(Bleses et al., 2008; Fenson et al., 1994; Hoff, 2006; Spere et al., 2004; Tardif et al., 2009; Van Hulle, Goldsmith, & Lemery, 2004;
Zimmerman et al., 2009).
Building Language Skills
Grammatical Development SENTENCES
When they start using more than one word…
Sometime between 1½ and 2½ years, children transition
from word–gesture combinations to joining two words:
“Mommy shoe,” “go car,” “more cookie.”

TELEGRAPHIC SPEECH
Two-word utterances, like a telegram, they focus on
high-content words and omit smaller, less important ones,
such as can, the, and to. Ex.: Momma happy
Building Language Skills
Grammatical Development
WHEN THEY START USING MORE THAN ONE WORD
 Ages 2½ and 3 Starts resembling adult speech

 Ages 3 to 5 make mistakes with exceptions


Building Language Skills
Pragmatic Development  CONVERSING

USE LANGUAGE
EFFECTIVELY IN
SOCIAL CONTEXTS

 Taking turns
 Staying on the same topic
 Stating their messages clearly, and
 Conforming to cultural rules for interaction.
Building Language Skills
Acquiring Conversational Skills

FACE-TO-FACE
interaction
Older children can…
 Make eye contact,
 Respond appropriately
to their partner’s
remarks, and…
 Take turns

Pan & Snow, 1999; Snow et al., 1996).


Building Language Skills
Narratives
Story-Telling
Ability to produce well-
organized, detailed,
expressive narratives.

 LEAPFROG NARRATIVES, 4-year-olds jump from


one event to another in a disorganized fashion.

 CHRONOLOGICAL NARRATIVES, 4½ to 5 children


retell events in temporal sequence and build to a high point
Building Language Skills
Bilingualism
Code-Switching
Producing an utterance in
one language that contains
one or more “guest” words
from the other

 Metalinguistic awareness: the ability to think about


language as a system to communicate
 Bilingual children are more advanced in cognitive
development

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