CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Module 05. Unit 4 – Language Development and Factors Affecting

Cognitive and Language Development
Name: CABATIC, APRILKAYE B.
CABUDOY, CRISTINA

I. INTENDED LEARNING OUTCOMES

1. Familiarized with concepts and theories of language development.
2. Suggested possible pedagogical application of language development.
3. Mastered the basic letter sounds of the English alphabet.
4. Demonstrated actual teaching of phonetic words.

II. LEARNING CONTENTS/SUBJECT MATTER

LANGUAGE DEVELOPMENT
Five Basic Components of Language
1. Phonemes. These are the basic units of sound in any language (Split, et.al, 2015).
These are the sounds we produce with the letters of the alphabet. Each letter has its
own sound when combined with other letters create words.
Examples: c a t = cat f i sh = fish

Infants are sensitive to the rhythm and intonation of language – the variations of pitch,
loudness, softness, and timing used when saying words or sentences.

Infants are fond of listening to sounds. They look intensely to the mouth of someone
who is talking to them with awe and wonder. Hence, talking to them is a joyful experience in their life.
2. Morphemes. Is the smallest grammatical unit of speech, it may be a word , a prepositions,
or prefix and suffix.
Examples: word: house preposition: the prefix: re suffix: ed

Infants and toddlers learn the language well if we talk to them clearly, and in complete
words and sentences. Avoid baby talk, like “wee-wee” for “ihi” or “mamam” for “kain” (tagalog).
Furthermore, infants and toddlers learn to speak the language well at an early age if they
hear one language only “Mother Tongue” (language spoken in the home). When hearing two or more
languages, there is confusion and distortion in their speech during the period of acquisition of
language (0-5 years old). This will result to delayed speech and non-mastery of language,
which will later affect their reading skills.

Naming real objects and pictures or models of things in the immediate environment of the child
will help develop better comprehension of words. Identifying and naming of things are
the first reading skills of toddlers and pre-schoolers.
3. Syntax. This refers to the complete structure of language called grammar.
It is the arrangement of words into a sentence that gives meaning to a language.
It is governed by rules and principles in forming sentence structure of a language.
Example: Basic Rule: Subject –Verb- Predicate.
Lina is tall.
When talking to infants, toddlers, and young children, use simple words and sentences,
speak directly to the point, and avoid unnecessary words.

4. Semantics or Meaning of Language. Infants, toddlers, and young children come to understand many
words before they can produce them. This means that, comprehension or (reception) is ahead of
production (or expression) in language development.

A ten-months-old baby can comprehend and average of 50 words repeatedly heard from the care givers.
5. Pragmatics. It refers to the use or application of language. This is viewed as a social aspect of
language. This is applying language so that other people could understand what you are trying to
convey.
WATCH: https://www.youtube.com/watch?v=59tyNTCLgt4
Effective Literacy Practices - Learning About Phonology & Orthography

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Stage of Language Development (Review)
1. Cooing, which comprises largely vowel sounds
2. Babbling, which comprises consonant as well as vowel sounds. (e.g. da da da)
3. One-word utterance ( e.g. mama, papa, dada)
4. Two-word utterances and telegraphic speech ( e.g. punta labas)
5. Basic adult sentence structure (present by about age 4 years with continuing
vocabulary acquisition).
At 2 years old they possess at about 300 vocabulary words; and1,000 words at age 3.
At age 4, they can already speak like an adult.

Theories of Language Development

A.The Nativist Perspective: Noam Chomsky
According to Chomsky, a noted linguist, claims that human beings have an innate or
inborn Language Acquisition Device (LAD) called “metaphorical organ that is
responsible for language learning. This language acquisition is innate capability of the brain
to learn language, whatever language being learned by the child.

All linguists and psychologists had established that younger children learn language faster
and easier than adults.

B. Cognitive Development Theory Perspective: Jean Piaget

He believed that nature is most crucial in the process of language development.
Piaget believed that language development occurs according to the stages of cognitive
development. According to him, language appears when one has the ability to represent
symbols in the mind. This leads to the creation of words, which leads to language acquisition.
Example: Object permanence during the Sensory Stage is an important stage of cognitive
development that must occur before language appear. Object permanence means
knowing that an object still exists, even if it is hidden.

C. Behaviorist Perspective: BF Skinner

In contrast to nativist and cognitivist, the behaviorist believed that nurture is most crucial in the
process of language development. According to B.F. Skinner, language is taught through various
stimuli and reinforcements in the environment. Infants learn to associate certain stimuli with certain
behaviors and responses.
Example: When you show for the first time an apple to an infant, and say the word “apple”,
the baby will remember the object (symbol) and the word ( sound). Once this is
repeatedly done (reinforcement), it becomes a learning process for language development.

In this theory, reinforcement is given heavy emphasis for language development. But, this
perspective cannot explain the reason behind children’s ability to create their own words.
Children are very good at creating non-sense verses with rhymes.

D. The Interactionist Perspective (Social Cognitive Theory): Lev Vygotsky

He believes that nurture is crucial in the process of language development. Though, it has similarity
to the behaviorist perspective, Vygotsky believes that the process of language development is
acquired heavily through social interaction in the environment, not reinforcement.

With a focus on pragmatic knowledge, infants, toddlers, and children enhance their language
acquisition through communication in various social environments. In this view, social interaction
is most important in acquiring language skills (listening, speaking, reading, writing).

Listening and speaking are first learned at home from the mother and other family members,
and society where the child lives. Reading and writing are formally learned in school through the
teachers or More Knowledgebase Others (MKO).

With this perspective, Vygotsky asserted that society and culture play a great role in the process of
language development of infants, toddlers, and children.

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 Examples: Jose Rizal was able to read at age 3 through his mother, who taught him at an early age.

Most American and European preschoolers and kindergarteners could read already
before they enter Grade 1.
Most Filipino young children from Kindergarten to Grades 3 could hardly read
specially those in the public schools.

Factors Affecting Language Development

Emergent Literacy. This refers to the behaviors of very young children (Toddlers, pre-schoolers,
kindergarteners) which manifested an understanding of reading and writing when children
were not yet reading and writing in a formal way.
Emergent Literacy knowledge. This refers to what the children learn about reading and writing
before they are considered as readers and writers.

Emergent Literacy skills are the ways that children demonstrate knowledge.

Emergent Literacy Knowledge as a Continuum of Development

1. Literacy development begins early in life before formal literacy instruction in school.
2. There is an interrelationship between oral skill and writing skill such that the skills develop
concurrently and interrelated rather than in some sequence.
3. The functions of literacy are as important as the forms of literacy to the child’s literacy language
development in early childhood.
4. Children’s active exploration of print within their environment and their social interactions with
adults (especially with their parents) within reading and writing context provide important
opportunities for adults to model literacy behaviours for children to learn.
Example: Reading story books to babies and young children at home and in school.

The continuum suggests that parents and teachers should expose infants, toddlers, and
pre-schoolers to printed materials (books) and to constantly communicate with them
to advance their literacy development. This will develop in them love for reading and learning
in later years necessary for formal schooling.

Timing of the Emergent Literacy Stage

Emergent Literacy Stage denotes the period of time which young children rapidly acquire a variety
of emergent knowledge and skills. The emergent literacy stage begins at birth and for normal
development, it is expected to last until age 5 before the child enters formal schooling.
Further, based on the concept of reading readiness, toddler and preschool years (2-5 years old)
is the period of time in which children develop skills necessary for reading and writing.

Factors Affecting Cognitive Development

WATCH: https://www.youtube.com/watch?v=hMyDFYSkZSU
How a child's brain develops through early experiences

III. REFERENCE
Rungduin, T, and Rungduin D. (2019). Child and Adolescent Learners and Learning Principles.
Cubao, Quezon City: Adriana Publishing Co., Inc.

IV. LEARNING EXPERIENCES

Learning Activity 25. Watching Funny Talking Babies (30pts)

1. WATCH on YouTube: https://www.youtube.com/watch?v=7LG1C4Bwjac

Funny Talking Babies Videos ★ Cute Babies Trying to Talk Compilation
https://www.youtube.com/watch?v=pZSjm0drIGM
Baby and Toddler Milestones, Dr. Lisa Shulman

2. Describe the reaction/responses of babies while talking with them.

•Eye to eye contact. •grimacing
•Crying. •Moving legs in excitement
•Smiling
3. What are the milestones of babies and toddlers’ language development according to Dr. Lisa Shulam?
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 7 to 8 MONTHS

1.Social engagement
•Engage with adult •References back
•Eye contact. •imitates
•Vocalizes
2.Attention to language
•Responds to name
•Follow commands with the gestures

3.Communicative effort
•Eye contact
•Vocalizes
•gestures to indicate wants
12 to 15 Months
Social engagement
•follow commands without gestures
•initiate more
•points
•follows point of another
Attention to language
•follows command without gestures
•gesture to song
•pointing to body part
Communicative intent
•Points to indicate wants
•first words

18 MONTHS
Social engagement
•Engage and imitates
•Initiate social exchange
•Social behaviour
Attention to language
•Follows and many more complex commands
•Points to picture in a book
Communicative intent
•Uses words to indicate wants
•Uses word in pretend play
24 Months
Social Engagement
•Demands attention
•Lots of showing behavior
•Engage constantly
Attention to language
•they understand everything around
•understand complex directive
•Understand other people's conversation
Communicative intent
•knows two hundred and more words
•Uses two words combination or longer
•Ises language for a wide range for a purposes
•pretend play more complex
4. What are suggested activities or proper ways on how to talk with babies and toddlers based
on the videos.
1. Early intervention
2. Talk to pediatrician
3. Be your child advocates
5. What are the Theories of Language Development applied in the video you have watched?
Justify your answer.
4. Submission: November 29 to December 3, 2021 (One-time submission)

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 Learning Activity 26. Produce the Phonics of the English Alphabet (26pts)
1. WATCH on You Tube https://www.youtube.com/watch?v=VFa0b_IIRac
Workout to the Letter Sounds | Version 2 | Letter Sounds Song | Phonics for Kids | Jack Hartman
2. Follow the correct sound of each letter of the English Alphabet until you have mastered them.
3. Produce each letter sound of the alphabet and make a video with your group mates.
( 5 members in a group).
4. Send the video to [email protected]
5. Submission: November 29 to December 3, 2021 (One-time submission)

Learning Activity 27. Suggested Learning Activities for Emergent Literacy Skills. (10pts)
1. Give ten (10) suggested specific learning activities for emergent literacy skills
in the home and in school.

1.Talking
•Repeat sounds your child makes, or make up sounds and see whether your child can copy them. For example,
‘Cows say moo. Can you say moo?’
•Talk about objects outside the house – for example, the rustling of leaves, or the sounds of the birds or traffic.
Ask your child to make the sounds for wind, rain, water, airplanes, trains and cars.
•Talk about the past. Ask your child to tell you something they enjoyed doing at school that week.
2.Singing
•Sing nursery rhymes with your child. Nursery rhymes teach your child language, rhyme, repetition and rhythm.
You could try ‘Baa baa black sheep’, ‘Miss Polly had a dolly’ or the ‘Alphabet song’.
3.Reading
•Try books with rhyme, rhythm and repetition. Many young children enjoy books like Ten little fingers and ten
little toes by Mem Fox, Hairy Maclary by Linley Dodd and The Gruffalo by Julia Donaldson.
•Encourage your child to take the lead with reading – for example, ‘Where do we start from?’ Every so often,
stop reading and ask your child what they think will happen next.
•Encourage your child to act out the story that you’re reading. For example, you can ask your child to hop like
the kangaroo in the book.
4.Writing
•Encourage your child to write letters to their family and friends. For younger children, these letters might look
like scribbles. You can get your child to tell you what it says so that you can write the words underneath.
Encourage friends and family to write back
•Encourage your child to write their name and the names of other family members in greeting cards or on
pictures. Once your child can use all the letters well, they’ll be ready for upper case and lower case (capitals and
small letters).
5.Family meals
•At mealtimes, talk about the food you’re preparing, what you’re doing to it, how it tastes and what it looks like.

6.Bath time
7.Game playing
•Play games like ‘I spy’ using colours. This can be fun, especially for preschoolers. For example, ‘I spy with my
little eye, something that’s green. What’s something green I might be looking at?’
•Help your child use playdough to make the letters of the alphabet or numbers.
8.Dancing
9.Watching TV
10.Story telling
2. Submission: November 29 to December 3, 2021 (One-time submission)

Learning Activity 28. Current Research on Language Development (10pts)

1. Read one refereed research of any topic about language development from the internet.
Copy the abstract of the study and state the following:

Title of the Study •Sleep behaviour in children with language disorder

•Victoria Knowland, Department of Psychology,
Author University of York, YO10 5DD,
Website UK; now at School of Education, Communication
and Language Sciences, Newcastle University, NE1
Abstract Abstract: Sleep and language are intimately linked
over childhood, yet objective measurements of sleep

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 behaviour have never been compared between
children with developmental disorders of language
and their language-typical peers. The aim of this two-
study series was to assess an emergent hypothesis
that children with poor structural language
development may also exhibit poor sleep. In Study 1,
196 parents of 4-10 year-old children completed the
Children’s Sleep Habits Questionnaire and the
Children’s
Communication Checklist-2, including the parents of
61 children with reported language disorder. Parent-
reported sleep behaviour and language ability showed
a positive correlation, with cyeshildren who scored
more highly on the language measure showing better
sleep behaviour. Interestingly, parental estimates of
sleep duration showed an unexpected reverse pattern,
with children who scored lower on the language
measure being reported to go to bed earlier and sleep
for longer than their peers. In Study 2, a subsample of
20 4-to-6 year-old children with language disorder
and 20 language-typical age-matched peers
contributed objective, actigraphy-derived estimates of
sleep duration, efficiency and onset latency.
Mirroring parental estimates in Study 1, actigraphy
data showed the language disordered group slept for
longer and more efficiently than their language-
typical peers. We consider that parental perception of
poor sleep behaviour in children with language
difficulties may result from a history of poor sleep
and/or from observed difficulties in sleep parameters
that are not possible to assess with actigraphy. The
data suggest that subjective reports of sleep behaviour
and objective estimates of children’s sleep be thought
of as complementary.

Formulate in your own words three (3) specific •Play card games
learning situations or learning activities in the •Problem solving
home or classroom •Critical thinking

2. Submission: November 29 to December 3, 2021 (One-time submission)

Prepared:

LAINE T. TUMAMANG, PH.D.

Professor, Professional Education Courses