Developmental PsychologyLanguage Development in Early ChildhoodIntellectual DevelopmentThe Relation Between Language and ThoughtPowerPoint PresentationLanguage DevelopmentVygotsky: Social LearningVygotsky’s View of Cognitive Development: Taking Culture Into AccountVocabulary growth in preschoolersLanguage LearningSlide 11Different Language ExposuresFast-mappingStart learning to classifyLogical extensionLanguage Learning of Basic grammarAppropriate Formation of WordsPrivate Speech of PreschoolersSocial SpeechSlide 20TED TALKDr. van WidenfeltPSYC 307-100Fall 2015Language Development in Early ChildhoodIntellectual DevelopmentPreschooler intellectual sophistication Creativity and imagination leap to new heights.Language is increasingly sophisticated.Reasoning and thinking about the world occurs in new ways.The Relation Between Language and Thought-Piaget’s Stage of Preoperational Thinking-Piaget suggests language and thinking are tightly interconnected.Symbolic function - Able to use a mental symbol, a word, or an object to represent something that is not physically present Use of language allows children thinking beyond present to futureDuring the preschool years, children’s language skills reach new heights of sophistication.By the end of the preschool years, they can speak confidently with adults by comprehending and producing language that has many of the qualities of adults’ language.Children’s language abilities develop in the preschool yearsChildren’s language abilities develop in the preschool yearsLanguage DevelopmentEarly childhood -is a sensitive period for language development-Is the best time to master vocabulary, grammar, and pronunciation.Environment matters: For example: The greater number and variety of words children hear is related to better child performance at age 3 on a variety of measures of intellectual achievementVygotsky: Social LearningEvery aspect of children's cognitive development is embedded in the social context.Mentors important important in language developmentPresent challenges•Offer assistance (without taking over)•Add crucial information•Encourage motivationVygotsky’s View of Cognitive Development: Taking Culture Into AccountVygotskyViewed cognitive development as a result of social interactionsProposed children learn through guided participation, working with mentors to solve problemsSuggested children gradually grow intellectually and begin to function on their ownContended that nature of partnership between developing children and adults and peers is determined largely by cultural and societal factorsVocabulary growth in preschoolersVocabulary build quickly in this age groupThe average child knows about 500 words at age 2, reaching 1000+ by age 3Knows more than 10,000 at age 6 – on average around 14,000 words.•Note: their comprehension is even greater than productionLanguage LearningLanguage LearningDifferent Language ExposuresFast-mapping•Children learn new words in a speedy and sometimes imprecise way•Children tentatively place new words in mental categories according to their perceived meaningThey start with Everyday Categories Experience is the best teacher, especially for 2-year-olds.Eg, Might first know what food is a snack or meal but not yet difference between a tiger and lionStart learning to classifyLogical extension•Closely related to fast-mapping•Occurs when children use word to describe other objects in same category•Eg call camel a horseLanguage Learning of Basic grammarGrammar of a language•Structures, techniques, and rules that communicate meaning•Word order and word repetition, prefixes and suffixes, intonation and emphasis•Mostly correct in their grammatical constructions•Though when they try to apply the grammar can overdue it:Overregularization•Application of rules of grammar even when exceptions occur•Make language seem more “regular" than it actually isAppropriate Formation of WordsEven though preschoolers—like the rest of us—are unlikely to have ever before encountered a wug, they are able to produce the appropriate word to fill in the blank (which, for the record, is wugs).Private Speech of PreschoolersPreschoolers often speak to themselves.Vygotsky proposed that preschoolers’ private speech -guides behavior and thoughts - and helps them practice pragmatics.Social SpeechDuring the preschool years, children begin to direct their speech to others, - wanting others to listen - and becoming frustrated when they cannot make themselves understood.Recent research suggests that children are more adept at taking others into account than Piaget theorized.Vygotsky: Social LearningWords as mediator Language advances thinking•Related to Internal dialogue or private speech•Words enable many children between 2 and 6.•To remember and understand•Eg days of the weekTED