Language Development in Preschool Children Essay Example

development phenomena in children. Overextension occurs when children use a word or label to describe an object that resembles the original context but is not appropriate. For example, a child may call a bicycle a car because it has tires. Underextension, on the other hand, happens when a word is restricted and only refers to a specific instance. For instance, a child may call the family dog "dog" but fail to recognize that other dogs are also dogs. This group of children also begins to grasp figurative language.

The development of syntactic knowledge in children is evident in the length and structure of their speech. Their grammatical complexity increases and is noticeable in the usage of more complex noun and verb phrases, inclusion of negation, production of interrogative sentences, and initial use of passive forms in sentences.

According to Otto (2010), children between the ages of three and four are acquiring an understanding of morphemic knowledge. They are learning to use inflectional morphemes that indicate plurality, possession, and verb tense. During this stage, children tend to overgeneralize these rules and are also beginning to use comparatives.

According to Otto (2010, p. 184), this age group is acquiring pragmatic knowledge by exploring language in various contexts, such as asking for permission, establishing social rules, expressing emotions, and making judgments. Increased interactions involving language contribute to their expanding experience in using language diversely (Otto, 2010, p. 84). Jean Piaget significantly influenced our understanding of children today by contributing to the development of the constructivist theory and the cognitive development perspective of language development.

According to Otto (2010, p. 30), language acquisition occurs as maturation progresses and cognitive competencies develop. Piaget's theory

posited that both nature and nurture were significant factors in a child's learning process, with children advancing through stages and achieving milestones before moving on to the next level (Decker, et al., 2009).

According to this theory, children need to successfully complete each stage of development before progressing to the next. The theory highlights that children acquire knowledge about their surroundings by using their senses and engaging in physical activities. Furthermore, it advocates for active and hands-on learning experiences.

Piaget emphasized the significance of object permanence, which is the understanding that objects continue to exist even when not visible. Piaget stated that this understanding is crucial for language development. To foster language development in children aged three to four, several strategies can be employed: questioning, linguistic scaffolding, mediation, and conflict resolution. These strategies are particularly effective at this age because children's language skills are becoming more advanced. Additionally, children benefit from observing and imitating teachers during this developmental stage to learn how to interact with their environment and succeed socially.

• Questioning is a strategy that may seem simple but is actually more intricate than it appears. It can be used in various situations and can take on either a formal or informal format. When reading a story, it is vital to have prepared questions to maintain focus on the lesson and avoid straying from the main idea. For children between ages three and four, asking questions throughout the story as well as at the end holds importance.

It is essential for teachers to engage children and evaluate their comprehension, particularly with this age group. The types of questions asked play a

significant role, as it is imperative to move beyond basic "yes" or "no" responses. Instead, emphasis should be placed on open-ended questions that prompt children to use language in a meaningful manner (Wasik, B, 2010).

Teachers can utilize explicit language to describe situations, activities, or objects that children create. This not only showcases how language accurately represents a situation but also introduces new vocabulary to children (Wasik, B, 2010, p.). This method is adaptable and can be used at any time and in any place. For example, during recess when a child finds a bug, it presents an opportunity for questioning.

Often children are unsure of how to interact appropriately. This approach allows the teacher to intervene without being too controlling, providing guidance when necessary, which can be advantageous. This strategy "supports children in effective communication by ensuring their messages are conveyed and understood" (Otto, 2010, p. 202). Linguistic scaffolding at this stage may also involve contingent questioning (sequential inquiries that encourage the child's thinking), clarification, and repetition to enhance and emphasize the child's language.

The teacher serves as a mediator between the child and the activity, using this approach. This method is also employed to simplify a concept that the teacher believes may be too difficult for the children to understand, like during storytime. The teacher may spend additional time explaining the concept or may completely alter the text.

a child's day, whether it's deciding what to wear or figuring out how to share a toy.

Classroom management and discipline are considered, and this strategy is usually facilitated by the teacher. However, with practice and experience, the children should quickly pick up on it. Conflict resolution requires active listening, which involves expressing feelings, acknowledging and accepting them, and offering resolution options. Incorporating language into the classroom and actually implementing it are two separate matters. Therefore, having an established curriculum to follow helps in achieving teaching goals effectively.

Using learning centers is an effective way to incorporate language and learning with play, particularly in the three and four year old classroom. It is important to offer a variety of options for students to choose from, with each center focusing on a specific area such as manipulatives, math, writing, reading, dramatic play, computer, science, or transportation.

Each learning center should have a specified capacity for student engagement. For instance, the transportation center can accommodate up to four students at a time. This promotes small group interaction and facilitates communication among students. The teacher can intervene as needed to offer support using the previously mentioned strategies, while also observing how children interact with their peers without disrupting their play. Thematic units of study go hand in hand with learning centers. They provide an effortless method of incorporating and integrating new language into everyday activities, thereby creating an immersive learning environment in the centers.

Themes can be utilized on a monthly or weekly basis, or even both. The monthly theme can revolve around animals, with each week highlighting a different variety such as farm animals, zoo animals, or ocean creatures. This facilitates

increased creativity and presents fresh challenges. Each learning center can be arranged to complement the chosen theme. For instance, the dramatic play center can be supplemented with fishing nets and toy fish. Additionally, incorporating a focal book is an effective method of integrating the theme.

Each week, a new book is chosen for in-depth exploration. This allows children to fully comprehend and learn from the content they are exposed to. It is crucial for both children to be read to and for adults to engage them in discussions about the books. These discussions greatly contribute to the development of later reading skills, particularly comprehension. It is highly encouraged that books are shared interactively, encouraging active participation and verbal expression from children (Kleeck and Schuele, 2010). Despite language complexity, young children have an impressive capacity for absorbing information.

Incorporating sign language and Spanish can enhance the engagement and reinforcement of thematic units. Including the sign language representation of each letter when teaching the alphabet can make the concept more tangible. The environment is vital in the three and four year old classroom, and introducing written language through a print-rich environment is crucial from an early age. We aim for children to not only effectively use language, but also identify it in their surroundings.

We strive for young children to develop familiarity with language and its different applications. This is achieved through their participation in everyday casual exchanges involving written materials used by adults, sharing books with adults, and engaging in their own writing. Through these experiences, children begin to understand the importance and utility of print (Kleeck and Schuele, 2010, p.). In recent years, classrooms have experienced significant advancements

compared to the past. There is now a greater emphasis on incorporating second language learners and children with special needs.

When designing a classroom environment to encourage language knowledge and acquisition, it is essential to consider the needs of children. It is especially crucial to incorporate the child’s home language into the classroom for this age group. This may be challenging if the teacher is not familiar with the language, but it is achievable by involving the child’s parents and the child themselves. Teachers can consult with parents about commonly used phrases and names of objects that can assist in bridging the communication gap. Moreover, teachers can make use of books in specific languages, as many children’s books are printed in various languages.

When faced with challenges, it is crucial to seek assistance from the child. To establish an environment that encourages reading and learning, it is recommended to label objects in the room, including the home languages of second language learners. This will foster inclusivity and respect towards all students and their respective cultures within the classroom. It is essential for every child to feel appreciated, and acknowledging and accepting their native language can cultivate trust between teacher and student, resulting in enhanced academic achievement. Teachers should strive to learn both the languages spoken by their students as well as their own.

Providing accommodations and seeking assistance for the growing number of special needs children in preschool settings is essential. Early Intervention can be beneficial in addressing this issue, as teachers will make efforts to provide strategies and training when unsure about accommodating a child. Additionally, specific one-on-one activities will be planned in the classroom to support

the curriculum.

There is an increasing need to improve language development in early childhood. The preschool community has been encouraged to include activities that support early language learning. In the past, the importance of teaching reading and writing was not acknowledged, but now it is emphasized and teachers are required to take on this role.

References

1. Decker, C., Decker, J. R., Freeman, N., and Knopf, H. (2009). Planning and Administering Early Childhood Programs. (9th Ed.)

Upper Saddle River, NJ: Pearson Education, Inc.

Upper Saddle River, NJ: Pearson Education, Inc.

van Kleeck, A., & Schuele, C. (2010). Historical Perspectives on Literacy in Early Childhood. American Journal of Speech - Language Pathology (Online), 19(4), 341- 355A.

Retrieved January 15, 2012, from ProQuest: http://proquest. umi. com/pqdweb? did=2273015881&Fmt=3&clientId=74379&RQT=309&VName=PQD

Strategies From an Effective Language and Literacy Professional Development Coaching Model on Promoting Preschoolers' Vocabulary Development. Retrieved from ProQuest: http://proquest.umi.com/pqdweb?did=2035014801;Fmt=3;clientId=74379;RQT=309.