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oral_language_development [2023/01/26 16:04] – [Vygotskian Theories of Development] jgmac1106oral_language_development [2023/01/28 16:15] (current) – [Vygotskian Theories of Development] jgmac1106
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 "“Facts show that in other conditions of rearing, the crisis occurs differently. In children who go from nursery school to kindergarten, the crisis occurs differently than it does in children who go into kindergarten from the family. However, this crisis occurs in all normally proceeding child development. ...” (p. 295)" "“Facts show that in other conditions of rearing, the crisis occurs differently. In children who go from nursery school to kindergarten, the crisis occurs differently than it does in children who go into kindergarten from the family. However, this crisis occurs in all normally proceeding child development. ...” (p. 295)"
  
-Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of devlopement. Some things children can't be taught, even with assistance.\+Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of development. Some things children can't be taught, even with assistance.\
  
 This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" You are being intentional towards the neoformations. You have to create "leading activities" in social situations. This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" You are being intentional towards the neoformations. You have to create "leading activities" in social situations.
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 While both Piaget and Vygotsky held some type of "crisis" or "conflict" as key to development Vygotsky saw the development of private speech, conversations with one selves as important form of social development. Piaget saw the use of private speech as a form of egocentrism that was more a sign of immaturity that children lost over time. While both Piaget and Vygotsky held some type of "crisis" or "conflict" as key to development Vygotsky saw the development of private speech, conversations with one selves as important form of social development. Piaget saw the use of private speech as a form of egocentrism that was more a sign of immaturity that children lost over time.
  
-Vygotskyian theories of oral language development influences much of the research in oral language development.+Vygotskyian theories of oral language development influences much of the research in oral language development.Especially in areas of [[Executive Function]] and [[Intellectual Risk]] during emergent literacy lessons
  
 ===== Oral Language and Comprehension ===== ===== Oral Language and Comprehension =====
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 This has lead to researchers calling for a renewed focus on building background knowledge and focusing on academic language acquisition (Nueman, 2006 Tabors, Roach, & Snow, 2001). This has lead to researchers calling for a renewed focus on building background knowledge and focusing on academic language acquisition (Nueman, 2006 Tabors, Roach, & Snow, 2001).
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 +Recent critiques have called into question some of the methodology around the 4 million word gap and showing bias in terms of "less educated" or not showing "warm environments" (Britto & Brooks-Gunn, 2001; Hart & Risley, 1995; Hoff-Ginsberg, 1991). We know that children who have parents with a high school degree or less do face an "opportunity gap" to often be in social situations where they will be in proximity of complex language. We know that poverty means parents may not be able to provide the structured literacy activities favored by academic discipline. 
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 +Research has suggested that the best tools require partnerships with families and training them on literacy techniques. Fine & Henry, 1989. During Covid for example we set up a remote preschool based on per-configured tablets. Instead of having student teachers run lesson for the children they taught the parents how to use the applications to have meaningful literacy interactions with their students. This required not just bilingual students but also students who had a shared cultural understanding of how the learning process was viewed.
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 +Studies that talk about "word gaps" and "less educated": people often identify literacy instruction as more directive, in contrast to parents with richer more educated parents. People who encourage the sharing of a child's perspective. Our anecdotal work suggests these ontological views of learning are more culturally rather than economically based. 
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 +Other studies have shown that sending daily or frequent text messages about literacy practices to parents also helps. 
  
 ===== Research Based Teaching Tips ===== ===== Research Based Teaching Tips =====
oral_language_development.1674749049.txt.gz · Last modified: 2023/01/26 16:04 by jgmac1106