WELCOME BY KAVITA SRIVASTAVA LANGUAGE DEVELOPMENT OF CHILDREN

WELCOME BY KAVITA SRIVASTAVA

LANGUAGE DEVELOPMENT OF CHILDREN WITH SPECIAL REFERENCE TO PIAGET

COGNITIVE THEORY . It is a cognition based theory. . It is concerned with the development of a person’s thought processes. It also looks how these thoughts process influence how we understand interact with the word.

Children do not think like adults and so before they can begin to develop language they must first actively construct their own understanding of word through their interaction with their environment.

Piaget’s cognitive theory states that, children’s language reflects the development of their logical thinking and reasoning skills in stages. STAGES 1. Sensory motor stage 2. Pre- operational stage 3. Concrete operational stage 4. Formal operational stage

Sensory Motor Stage. From birth to 2 years. Differentiate self from objects. . Recognises self as an agent of action and begins to act intentionally. Ex- Shakes a bottle to make noise. Achieve Object Permanance i. e. realises that things continue to exist even when no longer present to the sense.

Pre- Operational Stage. From 2 to 7 years. Learn to use language and to represent objects by images and words. . Thinking is Ego- centric i. e. has difficulty in taking the viewpoint of others. . Children are speaking or talking continuously without knowing the purpose.

Concrete Operational Stage. From 7 to 11 years. Can think logically about objects and events. . Achieve conservation of numbers. . Children state facts and observation.

Formal Operational Stage. From 11 years and up. Can think logically about abstract propositions and test hypotheses systematically. . Becomes concerned with the hypothetical, the future and ideological problems. . . Children’s language becomes socialized and includes things such as questions, answers, commands, debates and criticisms.

LANGUAGE DEVELOPMENT OF CHILDREN WITH SPECIAL REFERENCE TO VYGOTSKY

SOCIAL INTERACTION THEORY. This theory incorporates NURTURE. . . This theory states that children can be influenced by their environment as well as children receive language input from their care givers.

. Vygotsky states that family, school and other social and cultural institutions play a vital role in the linguistic development of a child. . A child also develop his language by interaction of new words with the old ones.

. The interaction theory proposes that language exists for the purpose of communication and can only be learned in the context of interaction with adults and older children (MKO).

Vygotsky stresses the importance of the environment and culture in which the language is being learned during early childhood development. Because this social interaction is what first provides the child’s with the means of making sense of their own behaviour and how they think about the surrounding world.

CONCLUSION Language development is a complex and a unique human quality that no theory is as yet able to completely explain. Newer theories will probably develop from what has already been explored.

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