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Factors Affecting Development : Early Language Stimulation,
Transcript of Factors Affecting Development : Early Language Stimulation,
A. Early Language Stimulation
Learning occurs through the process of equilibrium.
Disequilibrium often times referred to as cognitive conflict arises from encounters that a child cannot understand nor assimilate.
The three steps of the process are :
According to Russian Psychologist
( 1896 - 1934)
Asserted that children learn through socially meaningful interactions and that language is both social and an important facilitator of learning.
The teacher's role in guiding students' learning within the Zone of Proximal development includes three components , According to Dixon - Kras ( 1996 ) as cited by tompkins ( 2002 ) :
1. Teachers mediate or augment children's klearning through social interaction.
2. Teachers are flexible and provide support based on feedback from children as they are engaged in the learning task.
3. Teachers vary the amount of support from very explicit to vague , to suit children's needs.
According to Vygotsky , Language can be used for purposes other than social. Piaget described how young children engage in EGOCENTRIC SPEECH.
The following are ideas contributed by the constructivist and sociolinguistic learning theorist :
1. Students actively participate in learning.
2. Students learn by associating new information
to acquired knowledge.
3. Students organize their knowledge in schemata.
4. Students consciously and automatically
use skills and strategies as learning
5. Students learn through social interactions.
6. Teachers provide scaffolds for students.
B. Literate Communities and Environment
Elementary classrooms as venue for language acquisition.
There is no single best classroom physical arrangement.
The teacher plays a multifaceted role in a language classroom.
Teachers begin the process of establishing a community of learners when they make deliberate decisions about the kind of classroom culture
The classroom environment needs to be established within the first two weeks of the school year.
Teachers are classroom manager.
C. Story Reading
Young children are aware of what makes a story knwledge about stories is called a concept of story.
Childrens concept of story begins in the pre school years and that children as young as two years old have a rudimentary sense of story. ( Tompkins, 2002 ) .
Children's concept of a story contributed to a better understanding of the stories read and even through reading and writing experiences.
Key Concepts in Story Reading ( Tompkins, 2002 )
1. Elements of story structure
2. Forms of writing
3. Elements of story
5. Comprehension involves three factors : the reader .
the text . and the purpose.
6. Five comprehension prosesses
7. Students read and write as part focus units ,
literature circles , reading and writing workshop , and theme circles.
D. Exceptional Development : Aphasia and Dyslexia
Aphasia - is the loss of ability to use and understand language.
Receptive aphasia - is also referred to as sensory aphasia or " Wernicke Aphasia " .
Expressive aphasia - also called motor aphasia and " Broca's aphasia " .
Global aphasia - is characterized by the combined symptoms of expressive and receptive aphasia .
Dyslexia - is defective reading.
The two adult conditions of posterior alexia
and dysgnosia affect the visual - spatial dyslexias in children .
Posterion Alexia - iniatially described the syndrome of posterior alexia in an adult who could write but not read.
Optic Alexia - is seen in adults with occipital lesions where letters similar in configuration are mistaken from another .
Verbal Alexia is also associated with occipital lesions .
Dysgnosia - means inefficient recognition.
Agnostic Dyslexia - remains after more generalized agnosia in adults with brain lessons.
Presented by : Group II
Allyssa Mae G. Sumaylo
Jamed N. Lorica
Kizia Marie Olidan
Maria Jonnalyn Salazar
Child And Adolescence
Chapter 3 pgs. 46- 56