So the last post, the general concensus was for me to pay attention to my wording and generally flow of the essay. This time, I worked to pay attention to my choice of words particularly (thank you [Unknown LJ tag]</lj>) and I stopped to listen more carefully to how much sense the overall writing sounded to me (thank you [Unknown LJ tag]</lj>) so let's see what oyu guy think of this next practice essay.
1. Identify two inluences that would facilitate language acquisition during early to middle childhood, citing examples of each:
Language acquisition in early childhood is facilitated by exposure and recreation. Structured exposure to language provides young examples exampels of speech from which to model. Recreation allows the children to then practice the lanugage among their peers. Both components work for children to learn all roles of a language and confirm their grasps of them.
Constant reading to an infant is crucial early language development. Noam Chomsky firstly, discusses children grasping basic language components who need to grasp excpetions too. Reading demonstrates a wide range of language rules, but also implants excpetions. A child may learn though speech for instance, that if you see more than one of something, the word to describe them ends with an "s" sound. The child must also however, learn that not every plural word ends with an "s". When adults read to infants, the infants also however, gain deeper understanding of components like syntax. The consistent sentence structure demonstrates to infants the general order in which sentences are written or spoken. As the infants hear these words, they develop extensive speech examples to model from.
Recreation for children is essential to developing language through practice. Lev Vygotsky viewed infants' zones of proximal development vital for adults to assessing children. The non-structured opportunity for children to play and communicate together lets them freely practice language they have developed and allows adults to observe how much language the children have efficiently grasped. As children communicate in non-structured environments, they demonstrate language they have learned well enough, that they can comfortably express it. Thus adults can determine children's ZPD's by observing exactly how much language the children are capable of freely acquiring and comfortably expressing. The next step then prompts the adults to pay attentions to common deficiencies in the children's language to correct and which positive language areas to continue promoting.
Adult involvement is essenstial in all levels of early language development. It requires direct roles between adults and infants, but adults are responsible to nurture the methods. Parents and teachers are responsible to expose infants to a language. Infants practice it among, parents, teachers, and peers. Parents and teachers then continue exposing and developing a language for children's consistent development.