EDU10002:
UNDERSTANDING LANGUAGE AND LITERACY
ASSESSMENT
1: ESSAY
What
roles do nature and nurture play in children’s language
development?
KATHY-LEE
MEADOWS
Communication
through oral language gives a person a way to connect with others
either as an individual or in social groups and settings (Fellowes &
Oakley, 2014, p18). Language and cognitive development could be
considered as a partnership or as something that is to be learnt at
different stages. Nature could be considered a maturational and
nativist perspective while nurture could be considered a behaviourist
and social interactionist perspective. Theorists such as Jean Piaget
(cognitive) and Lev Vygotsky (social & cognitive) have
contributed to childhood education with their theories. Do children
learn language first through cognitive development or through
cognition and social interaction?
Both Jean Piaget and
Lev Vygotsky have valid theories and have contributed greatly to
early childhood education. Piaget believed children grow and learn
in a time suited to the individual and with little interference
(maturation). His theories could be considered valid when you look
at children before the age of 2. At this age children’s cognition
is developing at a rapid pace. Children will have random
uncontrollable movements and will gradually teach themselves how to
control body movements which will in turn create a walking talking
child (Oakley, 2004) This kind of development could be considered
self-taught which was done so when the individual was ready to
progress to the next step. The idea that language itself can be
developed without little interference could be thought to be valid by
the educational profession.
The maturational
perspective is a theory believed that children are able to develop
their language and cognition in their own time with little
interference from their family and social network. It is theorised
that children have an ‘inner clock’ which determines when
children will begin to use oral language (Fellowes & Oakley,
2014, p50). It could be criticised that the lack of social
interaction could delay when the child is ready to be taught
something different. Example; children in the sensorimotor stage
(0-2) (Piaget) who have developed their cognition in recognition of
pictures and what they are may continue to use pictures as a way of
communicating their needs.
It could be
theorised, according to children, that the idea of using oral
language can be delayed if use of pictorial communication is just as
effective. Piaget has suggested cognitive development and maturation
could be linked. As the human mind grows, so too does their thinking
and grammatical skills (Oakley, 2004)
According to the
nativist perspective it is believed that language acquisition is
pre-built into our mind. Chromsky argued that the human brain is
structured to acquire and use language and found it to astonishing
how the human mind is able to create and understand syntactic systems
or grammatical rules (as cited by Chromsky in Fellowes and Oakley,
2014, p49). Example; children use words they have heard and then
place them into grammatically incorrect sentences i.e, A 3 year old
could say “I can catched the balloon” after they let it go.
Vygotsky suggested
children could develop their speech with the assistance of their
peers, parents and teachers. When placed in a social situation
children will interact with others and these interactions will result
in learning (Oakley, 2004, p37). John Dewey believed children learn
best when interacting with others working side by side and
cooperatively with each other (Garhart Mooney, 2013, p16).
Children placed in
social groups of a nurturing nature will find their peers scaffolding
their learning. Example; Adults are able to communicate with each
other using words children may not know how to say or know the
semantics of each sentence. Children who are in the beginning stages
of communication could require shorter words in shorter sentences
thus enabling children to communicate with their peers.
According to
Vygotsky, by the time children are 2 years of age, their thought and
language process become related and assists children with cognitive
and social development (as cited by Vygotsky in Oakley, 2004, p40).
The social interactionist perspective believe children require short
sentences to assist children in their understanding of oral language
and the pragmatics of each sentence. Repetition of words and word
order (syntactic) assists children in building their vocabulary and
word meaning (Hill, 2012).
The behavioural
perspective focuses on children and the environment they are in. It
is believed children learn language through a nurturing environment.
Where language is made up of phonemes, syntax and semantics
communication through interactions with others will assist children
in understanding pragmatics. Pragmatics could occur in children as
early as 3 or 4 years of age (Hill, 2012).
Children who are
involved in a nurturing environment where positive reinforcement is
ample could see children continuing with the same words and actions
and developing new words used from their social network. Example;
children who say “mumma” and are positively greeted with “Mummy
is here. Give Mummy cuddles” and is given kisses could soon learn
how to say mummy and could associate cuddles with kisses (Fellowes
and Oakley, 2014, p48).
Theorists such as
Maria Montessori believed it was not only the environment children
were in, but also the people who were around the children. Children
who are in an environment which has been specifically adapted for the
children were able to learn oral language. It can be suggested that
by developing an environment where children can socially interact
with their peers allows for cognitive development and language
acquisition (Garhart Mooney, 2013).
In a modern society
many perspectives are practiced in all kinds of educational fields.
The roles that nature and nurture play in language development vary
according to theorists. The nature role is based on children
acquiring language at an age suited to the individual and preferably
with little interference from peers, teachers and family. The
nurture role is based on children acquiring language through social
settings and interactions with smaller words and sentences used to
assist language acquisition. To answer the initial question of how
children acquire language, it could be suggested that Maria
Montessori’s theory of a child like setting where children can
interact with each other and their peers is the answer.
References
Oakley,
L., Cognitive Development, 2004
Garhart
Mooney, C., Theories of Childhood Second Edition, 2013
Hill,
S., Developing Early Literacy: Assessment and Teaching, 2012