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English Language Paper 1 > Child Language Acquisition > Flashcards

Child Language Acquisition Flashcards

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Proverbs and Idioms flashcards
1
Q

Parentese

A

The name given to the “gentle sing-song voice” that parents adopt when talking to their babies.

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2
Q

Examples of naming functions

A

Mummy, daddy, she, ball, milk ,dog, baby, this

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3
Q

An example of an action function

A

Give, sit, stop, put, go

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4
Q

Personal/social function

A

Hi, bye-bye, yes, no

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5
Q

Examples of modifying function

A

Dirty, nice, more, all gone, up, down

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6
Q

Mehler (1988)

A

French new born babies were able to distinguish French from other languages. Babies as young as 4 days old sucked harder on their dummies, a sign of increased interest, when listening to French rather than English or Italian.

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7
Q

Vegetative stage

A

0-4 months. Crying, coughing, burping. Child expresses itself vocally through crying. Signals hunger, distress or pleasure. Instinctive noise not language.

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8
Q

Cooing

A

4-7 months. Gurgling, laughter,consonant and vowel sounds, pitch and loudness. Child develops increasing control over vocal chords. “Ga-ga”

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9
Q

Babbling

A

6-12 months. Sounds begin to resemble adult sounds more closely. Making more noise but the sounds don’t have any meaning. Exercises and experiments with articulators and babies are likely to blow bubbles and splutter.

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10
Q

Protowords

A

Word-like vocalisations, not matching actual words but used consistently for the same meaning e.g. “mmmm” to mean “give me that” with accompanying gestures such as pointing, supporting, the verbal message.

‘Made up’ words that a child will use to represent a word they cannot pronounce e.g. ‘rayray’ for ‘raisin’
these are not true first words as they have no semantic content

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11
Q

Bilabial

A

Sounds most common i.e. Using lips

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12
Q

Reduplicated monosyllable

A

When common sounds are repeated e.g. “baba” and “mama”

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13
Q

Articulators

A

Parts of the body that make sounds e.g. mouth and tongue

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14
Q

Holophrastic stage

A

Usually between 12 and 18 months child conveys a whole sentence in one word. Deliberately conveying meanings through word choice.
Caregiver must interpret the child’s meaning, based on the word used and other non-verbal cues; the caregiver will often expand on a child’s utterance to model the accurate form and lend clarity to what the child has said.

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15
Q

Phoneme

A

Smallest element of sounds in a language that can display contrast and hence change meaning or function of a word.

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16
Q

Phonemic expansion

A

When the number of different phonemes produces in babbling increases.

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17
Q

Phonemic contraction

A

9-10 months. Number of phonemes produced reduces to those found in the native language. The baby discards sounds not required.

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18
Q

Reduplicated babbling

A

Where sounds are repeated e.g. mama

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19
Q

Variegated babbling

A

Where the vowel sound changes e.g. dada to doda

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20
Q

Deletion

A

Dropping final consonants e.g. “ta” for “tap”

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21
Q

Unstressed syllable deletion

A

Unstressed syllables are often deleted e.g. “nana” instead of “banana”

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22
Q

An example of a consonant cluster reduction

A

“Pider” instead of “spider”

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23
Q

Substitution

A

Harder sounds are substituted for easier ones e.g. “r” becomes “w”

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24
Q

Diminutives

A

A suffix which is added to a words to show affection or to indicate something is small enough.g. Doggie

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25
Q

Addition

A

Adding an additional suffix to the end of the word to change the way in which the word is pronounced and interpreted i.e. doggie for dog

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26
Q

LAD (Language Acquisition Device)

A

As proposed by Chomsky, the idea that all humans are born with an innate language learning capacity

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27
Q

Tabula rasa

A

Latin for “blank slate” and the term used to describe the idea that children are born with underdeveloped, fresh brains

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28
Q

Universal grammar

A

Term coined by Chomsky - the notion that all human languages possess similar grammatical properties which the brain is hardwired to be able to decode

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29
Q

Virtuous errors

A

Grammatical errors that are understandable and logical through an incorrect assumption being made about grammar and rules

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30
Q

Child-directed speech

A

The academic term for the language used by adults/caregivers when addressing children

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31
Q

Vygotsky (play)

A
  • Young children often used props as “pivets” to support their play but when older, use their imagination instead
  • He observed children role play adult behaviour as part of exploring their environment
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32
Q

Catherine Garvey (1977)

A
  • She considered the importance of play on language development, focusing particularly on pretend play which can help vocabulary growth
  • Children play because it is enjoyable as well as it practises social interaction and negotiation skills (sociodramatic play)
  • Starts at about 4 years old - using field specific lexis and following adult structures /behaviour patterns
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33
Q

Susan Ervin Tripp (1991)

A
  • Importance of play to language development since children learn from each other and have to work in a way that does not occur in adult/child interactions
  • She argued that imaginative play is critical for children to experiment with language in unfamiliar and different ways
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34
Q

Skinner (pragmatics)

A
  • Social interactions lead to advances in the child’s pragmatic understanding so to learn pragmatics a child must interact with adults
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35
Q

Chomsky

A
  • Children have an innate ability to learn language and pragmatics
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36
Q

Piaget (in relation to Halliday and Dore’s models)

A
  • Halliday and Dore’s models focus on the child’s use of language as a way to discover the world and so support Piaget’s ideas that children learn by discovery “doing”
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37
Q

Brown and Levinson

A
  • Suggested two main aspects of face in communicative interactions
    Positive: where the individual desires social approval and being included
    Negative: where the individual asserts their need to be independent and make their own decisions
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38
Q

Yousef (1991)

A
  • Group of children in Trinidad
  • Children responded to different social situations by using different varieties of English

Janet (3 years, 9 months)
- Conversation with mother - 100% standard English
- Family helper (a Trinidadian English speaker) - decreasing amounts of SE
- Brother/same age children - decreasing amounts of SE

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39
Q

Bancroft (1996)

A
  • Peek-a-boo helps children to learn
  • Turn taking
  • Response
  • Common purpose and understand the sequence
  • Pleasure
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40
Q

IRF structure - Sinclair and Coulthard (1975)

A

Initiation
Response
Feedback

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41
Q

Initiation (IRF)

A

Mother asks a child a question e.g. “What do we say to Granny?”

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42
Q

Response (IRF)

A

Child provides a response to the question e.g. “Thank you for the sweets Granny”

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43
Q

Feedback (IRF)

A

Mother praises child for giving an appropriate answer e.g. “well done John”

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44
Q

Halliday’s Taxonomy (1975)

A

Halliday stated that there are 7 pragmatic functions of speech:
- Instrumental
- Regulatory
- Interactional
- Personal
- Representational
- Imaginative
- Heuristic

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45
Q

Instrumental (H)

A

Language is used to fulfil a need e.g. ‘want milk’

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46
Q

Regulatory (H)

A

Language is used to influence the behaviour of others e.g. ‘pick up’

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47
Q

Interactional (H)

A

Language is used to develop and maintain social relationships e.g.’hello’

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48
Q

Personal (H)

A

Language is used to convey individual opinions, idea and personal identity e.g. ‘me like Charlie and Lola’

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49
Q

Representational (H)

A

Language is used to convey facts and information e.g. ‘it hot’

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50
Q

Imaginative (H)

A

Language is used to create an imaginary world maybe seen in play predominantly e.g. ‘me shopkeeper’

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51
Q

Heuristic (H)

A

Language used to learn about the environment e.g. ‘why?’

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52
Q

John Dore’s pragmatics language functions

A
  • Labelling
  • Repeating
  • Answering
  • Requesting action
  • Calling
  • Greeting
  • Protesting
  • Practising
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53
Q

Labelling (D)

A

Naming a person object or thing

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54
Q

Repeating (D)

A

Repeating an adult word or utterance

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55
Q

Answering (D)

A

Responding to an utterance of another speaker

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56
Q

Requesting action (D)

A

Asking for something to be done for them

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57
Q

Calling (D)

A

Getting attention by shouting

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58
Q

Greeting (D)

A

Greeting someone or something

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59
Q

Protesting

A

Objecting to requests from others

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60
Q

Practising (D)

A

Using language when no adult is present

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61
Q

Evaluation of Halliday and Dore’s models

A
  • Both provide useful models for analysing utterance used by children
  • Dore’s model is broader
  • It is often hard to apply either model accurately without information on context
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62
Q

Rate of lexical acquisition (words used at each stage)

A

End of first year - child begins to speak
12 months - vocabulary of about 50 words
24 months - vocabulary of about 200 words
36 months - vocabulary of 2000 words
7 years - vocabulary of 4000 words

63
Q

Understanding words without using them

A

At each stage, the number of words understood by the child is expected to be higher e.g. at 18 months children can understand 250 words

64
Q

Katherine Nelson (1973) 4 categories for first words

A
  • Naming (things or people)
  • Describing/modifying things
  • Actions/events
  • Personal/social
65
Q

What percentage of first words were proper or concrete nouns? (Katherine Nelson)

A

60%

66
Q

Leslie Rescorla (2009)

A
  • Studied 78 children from the age of 2 for 15 years
  • Found that there was a link between later vocabulary development in toddlers and continued language issues as they got older
  • ‘Overheard’ speech from TV or videos is no substitution for real human interaction
67
Q

Egocentric speech

A

A phrase coined by Piaget to describe his observations of children talking when alone, seeing it as their way to classify their experiences and environment . This supports Dore’s ‘practising’ function

68
Q

Lexical development

A

A child’s acquisition of words

69
Q

Semantic development

A

A child’s acquisition of the meanings associated with words

70
Q

Under-extension

A

A common semantic error made by children where a word is given a narrower meaning e.g. ‘cat’ is the family pet but not other cats

71
Q

Over-extension

A

A word is given a broader meaning e.g. all women are called mummy
Eve Clark’s study found that children based overextensions on physical qualities and features such as taste, sound , movement , shape and texture

72
Q

Categorical over-extension

A

The most common type of over-extension (60%)

The name for one member of a category is extended to all members of the category e.g. Apple used for all round fruits

73
Q

Analogically over-extension

A

A word for one object is extended to one in a different category; usually on the basis that it has some physical or functional connection e.g. ball used for a round fruit

74
Q

Mismatch statements

A

One word sentences that appear quite abstract; child makes a statement about one object in relation to another e.g. saying ‘duck’ when looking at an empty pond

75
Q

Aitchison (1987)

A
  • Three stages of children’s linguistic development
  • Labelling, Packaging, Network building
  • Looked at semantic connections between children’s lexical and semantic development
76
Q

Labelling (Aitchison)

A

Linking words to the objects to which they refer

77
Q

Packaging (Aitchison)

A

Exploring what labels can apply to. Over/under extension occurs in order to understand the range of a word’s meaning

78
Q

Network building (Aitchison)

A

Making connections between words - understanding similarities and opposites in meanings

79
Q

Piaget (linguistic development)

A
  • Linked linguistic development with an understanding of the concepts surrounding the word’s meanings
  • Children cannot be taught before they are ready
80
Q

Eve Clark

A
  • Common adjectives like ‘nice’ and ‘big’ are among children’s first words
  • Spatial adjectives like ‘wide’, ‘narrow’, ‘thick’, and ‘thin are acquired later
81
Q

What age to children officially start learning to read?

A

4

82
Q

Bruner’s LASS

A
  • Explains how adults can encourage a child’s speech by using books
  • He saw a parent-child interaction with a book as being four phased:
    1) Gaining attention - getting a baby to focus on a picture
    2) Query - asking the baby what the focus in a picture is
    3) Label - telling the baby what the object on the picture is
    4) Feedback - responding to the baby’s utterance
83
Q

‘Look and say’ or whole word approach

A
  • Children are taught to recognise the shape of words
  • Children are exposed to written texts with heavy pictorial support
  • Usually involves flashcards with individual words written on them, with a related picture to help children link objects to the reference
84
Q

Advantages of the whole word approach

A
  • Older readers don’t depend solely on phonemic decoding, which can slow readers down as texts get longer
  • This approach allows children to get used to using contextual and textual clues to assist their reading
85
Q

Disadvantages of the whole word approach

A
  • There is no real system to the learning process
  • The child relies on adult support when they become stuck on a word
86
Q

Phonics approach

A
  • Children learn different sounds by different letters and letter blends and some rules of putting them together
  • The emphasis is on developing phonological awareness, and on hearing, differentiating between and replicating sounds in spoken words
  • Teaches children how to connect the sounds of spoken English with letter or groups of letters
  • Analytical and synthetic phonics
87
Q

Advantages of the phonics approach

A
  • Children learn to understand how written words are built and spelt
  • It enables children to decipher new and unknown words
88
Q

Disadvantages of the phonics approach

A
  • Early written vocabulary may be limited to words with basic phoneme/grapheme correspondences
  • English spelling system is extremely complex and full of irregularities
89
Q

Brown (1973) 20-36 month olds

A

20-36 month olds exhibited the following sequence:
1) -ing
2) Plural -s
3) Possessive -s
4) ‘the’ ‘a’
5) Past tense -ed
6) Third person singular verb ending -s
7) Auxiliary ‘be’

90
Q

Chomsky (overgeneralisations)

A
  • Overgeneralisations are often used to support Chomsky’s view that children can produce language they have never heard an adult say e.g. using ‘goed’ instead of ‘went’ shows children have worked out a syntactical rule
91
Q

David Crystal

A
  • Adds another way of learning to say ‘no’ to Bellugi’s stages
  • This is a more pragmatic than grammatical method of expressing what you don’t want to do as it does not use a negative at all
  • When adults don’t want to be in direct disagreement with their children they use ‘maybe’ to mean ‘no’
  • Children develop this skill too
92
Q

Stage 1 of Bellugi’s 3 stages of negation

A

The child uses ‘no’ or ‘not at the beginning or end of a sentence e.g. no wear shoes

93
Q

Stage 2 of Bellugi’s 3 stages of negation

A

The child moves ‘no’/’not’ inside the sentence e.g. I no want it

94
Q

Stage 3 of Bellugi’s 3 stages of negation

A

The child attached the negative to auxiliary verbs as they’ve now been learnt e.g. I am not

95
Q

Berko (1958)

A
  • Proved overgeneralisations
  • She gave children a picture of an imaginary creature called a ‘wug’ and asked them what more than one ‘wug’ would be called
  • 3/4 of 4 and 5 year olds surveyed formed correctly the regular plural ‘wugs’
  • The grammatical plural ‘s’ was clearly being applied
96
Q

3 stages involved in asking questions

A

1) Two-word stage: questions rely on rising intonation only
2) Second year: question words acquired; first ‘what’ and ‘where’ and then ‘why’ and ‘when’
3) Third year: begin to use auxiliary verbs and inversion e.g. ‘Where daddy gone?’ becomes ‘Where has daddy gone?’

97
Q

Bellugi’s pronoun stages

A

1) Own name used e.g. ‘Tom play’
2) Child recognises I/me pronouns and that these are used in different places within a sentence e.g. ‘I play toy’ and ‘me do that’
3) Child uses them according to whether they are in the subject or object position within a sentence e.g. ‘I play with the toy’

98
Q

Stage 1 (Brown’s 5 stages of language development)

A
  • 15-30 months
  • No bound morphemes
  • MLU of 1.75
  • Word order will generally be correct
99
Q

Stage 2 (Brown’s 5 stages of development)

A
  • 28-36 months
  • Bound morphemes start appearing
  • Present progressive tense with -ing suffix
  • Regular -s plurals begin to appear
  • MLU of 2.25
100
Q

Stage 3 ( Brown’s 5 stages of language development)

A
  • 36-40 months
  • Possessives begin to appear (e.g. Daddy’s car)
  • MLU of 2.75
  • Emergence of adjectives and adverbs
  • Articles ‘a’ and ‘the’
101
Q

Stage 4 ( Brown’s 5 stages of language development)

A
  • 40-46 months
  • Regular past tense with -ed suffix (we jumped)
  • MLU of 3.5
102
Q

Stage 5 ( Brown’s 5 stages of language development)

A
  • 42-53 months
  • Compound sentences that are joined
  • MLU of 4.0
103
Q

Post-telegraphic stage

A
  • When the remaining function words are acquired and used appropriately
    The child can now:
  • Combine clauses using co-ordinating conjunctions
  • Manipulate verbs more accurately (e.g. ‘the car was followed by the lorry’)
  • Construct longer noun phrases ( e.g. ‘the two big red buses’)
104
Q

An example of morphological development

A

‘run’ to ‘ran’ and ‘running’

105
Q

Piaget’s cognitive theory

A

Piaget believed that children will only acquire more complex forms of language when intellectual development can cope
- Consider adding ‘ing’ to a word in contrast to using the correct form of the auxiliary verb ‘to be’
- Trying to teach children before they are ready will fail because they are not ready to grasp the ideas involved

106
Q

Holt and Willard (2000)

A
  • The more knowledgeable other theory
  • Children need a knowledgeable other in order to acquire acute language skills
  • A child needs to see him/herself in people who they determine to be more knowledgeable
  • Therefore this relationship is advantageous in acquiring language skills
107
Q

Aims of child directed speech

A
  • Attract and hold the baby’s attention
  • Help the process of breaking down language into understandable chunks
  • Make the conversation more predictable by referring to the here and now
108
Q

Features of CDS (phonology)

A
  • Separate phrases more distinctly (longer pauses)
  • Speak more slowly
  • Exaggerated singsong intonation
  • Exaggerated difference between questions, statements and commands
  • Higher and wider range of pitch
109
Q

Features of CDS (lexis and semantics)

A
  • Use of concrete nouns and dynamic verbs
  • Adopt child’s own words for things
  • Diminutive forms e.g. doggie
  • Frequent use of child’s name and absence of pronouns e.g. Smile for mummy instead of smile for me
110
Q

Features of CDS (grammar)

A
  • Repeated sentence frames
  • More simple constructions
  • Fewer complex sentence and passives
  • Omission of past tense and inflections
  • More command, questions and tag questions
111
Q

Expansions

A

Where the parent fills out the child’s utterance

112
Q

Recastings

A

Where the child’s vocabulary is put into a new utterance

113
Q

Recastings

A

Where the child’s vocabulary is put into a new utterance

114
Q

Features of CDS (pragmatics)

A
  • Lots of gesture and body language
  • Stopping frequently for child to respond
  • Supportive language
115
Q

Clarke-Stewart (1973)

A
  • Children whose mothers talk to them more have larger vocabularies
116
Q

Nelson (1973)

A

Children whose mothers corrected them on word choice and pronunciation actually advanced more slowly than those which mothers who were generally accepting

117
Q

Kuhl (1992)

A
  • Studied exaggerated vowel sounds used by parents when speaking to 6 month olds (in English, Swedish and Russian)
  • Babies turn towards adults who speak in a sing-song voice, ignoring regular conversation
  • Mothers in all three countries exaggerated the important vowels
118
Q

Evaluations of CDS

A
  1. Recent research argues that CDS doesn’t directly help babies learn language, instead it helps parents communicate with children = its purpose is social rather than educational
  2. Some non-western cultures don’t use CDS at all = it isn’t essential for language learning
  3. A child’s language improves when in contact with an adult who speaks to them directly
119
Q

Berko-Gleason (1975)

A
  • Identified that fathers tended to use more commands and teased children a little more
  • She also found that they referred the children to their mother, should any domestic need arise
  • Mothers rended to use less complex constructions and were more sensitive and responsive to their children
120
Q

Schieffelin (1975-1977) Ochs (1978-1979)

A

Schieffelin:
- Longitudinal study of CLA among the Kaleidoscope people of Papua New Guinea
Ochs:
- Longitudinal study of Samoan children’s language acquisition

They proposed that socialisation practices and ideologies impact language acquisition in concert with neurodevelopmental influences

121
Q

Holophrase

A

A single word expressing a whole idea can act as a declarative, exclamation, interrogative or imperative

122
Q

Noun bias

A

The number of nouns exceeds the number of other words classes in early vocabulary

123
Q

Gestalt expression

A

Compressing a string of words into a single utterance as they have not been able to segment (e.g. ‘what’s that’ = ‘wassat’) It is also argued that these are constructions which the child is using as units of language

124
Q

Segment

A

To be able to perceive the boundaries between words - this skill is gradually acquired

125
Q

Syntactic inversion

A

Reversal of normal order of the words and phrases in a sentence, learnt when forming a question (e.g. ‘I can eat the cake’ (S;MAV;V;O) becomes ‘Can I eat the cake?’ (MAV;S;V;O))

126
Q

Petitto and Holowka (2002)

A

They videoed infants and noted that most babbling came from the right side of the mouth which is controlled by the left side of the brain. This side of the brain is responsible for speech production; their findings suggest that babbling is a form of preliminary speech.

127
Q

Desmond Morris (2008)

A

For the first 6 months of a baby’s life gurgles and babbles will be the same, regardless of the baby’s nationality or how much parental input the child had had. Deaf children will also create the same sounds. By 6 months, the child will be increasingly attuned to variations in language being used around them and the babbling will start to resemble this more closely.

128
Q

Bloom (2004)

A

The supposed noun bias merely reflects the frequency of nouns in our language; nouns outnumber verbs by 5:1 in dictionaries

129
Q

John Braine (1963)

A

At the two-word stage, children use patterns of two word utterances that seem to evolve around certain key words. He called this a pivot schema - children use key words as a ‘pivot’ to generate utterances e.g. allgone: ‘allgone dinner’, ‘allgone milk’

130
Q

Roger Brown (1973)

A

He identified the syntactic structures of two-word utterances and suggested that the combination of words placed together follow a limitied range of pattern

Examples:
Agent + Action e.g. Daddy go
Action + Object e.g. Make cake
Object + Location e.g. Teddy chair
Object + Attribute e.g. Coat soft

131
Q

Steven Pinker (1994) Nativism

A

In ‘The Language Instinct’ , Pinker suggests that rather than being a human invention, language is an innate human ability because:
- Deaf babies ‘babble’ with their hands and as others normally do with voice, and spontaneously invent sign languages with true grammar
- Even in the absence of active attempts by parents to correct children’s grammar, accurate speech develops

132
Q

Nicaraguan sign language (1980s) Nativism

A

Deaf children in Nicaragua spontaneously collaborated to form their own sign language, suggesting an innate capacity to create a new language with quite sophisticated grammar systems

133
Q

Oxana (1991) Nativism

A

An 8 year old who had lived with a pack of dogs, when she was found she could hardly speak and ran on all fours barking. Since being taught language; her speech is odd, without rhythm, inflection or tone. She speaks flatly, as though it’s an order, and can still communicate through barking

134
Q

Lewis and Ramsay (2004) Cognitivism

A

They found that pronoun development within a child’s second year will depend on the extent to which the child has a sense of identity and can recognise the notion of self, particularly within the context of imaginary play

135
Q

Repacholi and Gopnik (1997) Criticism of Piaget’s egocentricity

A

In an experiment involving food, broccoli and crackers were offered to infants aged between 14 and 18 months, who preferred the crackers. When offering a snack to the researcher;
- 14 month olds would offer the cracker, irrespective of whether the researcher expressed an interest for broccoli or crackers
- 18 month olds were able to identify the researcher had indicated a preference for broccoli and offered this

This suggests that from a very young age, children are sensitive to the needs and desires of others and are not entirely egocentric in their behaviour

136
Q

Bard and Sachs (Jim)

A

Bard and Sachs studied a boy called ‘Jim’ who was the son of two deaf parents. Although he was exposed to TV and radio, his speech development was poor. It demonstrated that simple exposure to language (e.g. from television) is not an effective stimulus to language learning; human interaction is necessary to develop speech

137
Q

John Macnamara

A

Stated that rather than having an in-built language device, children have an innate capacity to read meaning into social situations; it is this that makes them capable of understanding and learning language, not the LAD

138
Q

Cognitive development

A
  • The development of mental abilities and skills
  • Language acquisition is inextricably linked to stages of cognitive development
  • CLD can only be viewed within the context of a child’s intellectual development
  • Linguistic structures will only occur once the child establishes a cognitive understanding
139
Q

Piaget’s 4 stages of cognitive development

A

Sensori-motor stage
Preoperational stage
Concrete operations
Formal operations

140
Q

Sensori-motor stage

A

The child obtains object permanence, or the ability to understand that an object still exists when it is not seen

141
Q

Preoperational stage

A

Begins developing the use of symbols and language. If the child is able to respond to you with speech and engages in imagined pretend play, she is likely in the preoperational stage.

142
Q

Concrete operations

A

Begins understanding concrete measures of conservations such as liquid, number, length, mass and weight

143
Q

Formal operations

A

The ability to use symbols logically and develop abstract concepts

144
Q

Bruner - LASS

A

This system includes all of the various strategies and techniques that adults use to assist children’s language acquisition

145
Q

Cole and Cole (1996)

A

Adult’s speech to young children differs from their speech to adults, making it both more appealing and easier for the child to understand. They may also respond to the child’s level of understanding by rephrasing both their and the child’s speech in order to help the child become a more competent language user.

146
Q

Child’s active nature (Vygotsky)

A

The growth of understanding is accomplished while doing things with tools available to the child (e.g. cultural tools, such as language for play)

147
Q

Pretence play (Vygotsky)

A

Using imaginary situations to reproduce real situations (e.g. the ‘stick’ for a horse) allows the child to engage with perceptions made (unconsciously) about character, roles etc.

148
Q

Internalisation

A

Children’s ‘private speech’
Children listen to language and start to use it most noticeably as they speak to themselves as they are engaged in various activities. The process turns utterances into verbal thought, which is an aspect of our ability to function intelligently

149
Q

Vygotsky - 4 stages

A

Primitive stage
Naive stage
External stage
Ingrowth stage

150
Q

Primitive stage

A

Characterised by the infant experimenting with sound production. The lack of speech means no verbal thought is taking place - the baby is not lacking thought but rather a lack of relationship with her thoughts

151
Q

Naive stage

A

As the child learns to speak, he/she speaks words without grasping their purpose and meaning. The child begins to contextualise meaning through more complex utterances

152
Q

External stage

A

Using objects and cultural artefacts to signify meaning - toys, fingers, rhyming - all designed to help solidify his/her memory of objects and sounds. Talking alone as a form of experimentation is part of this stage

153
Q

Ingrowth stage

A

When the child begins to internalise many of the tasks learnt through the previous stages inner speech/inner thought, called predication

English Language Paper 1 (8 decks)

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