CE320 Unit 2 Seminar: Language Acquisition and brain research Language Development in the Young...

CE320 Unit 2 Seminar: Language Acquisition and brain research

Language Development in the Young Child

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• In this Seminar, we will compare the language acquisition information you learned from watching Dr. Kuhl’s video with the information in Chapter 2 of the text about how brain research has influenced language development and acquisition. We will then discuss the following:

•  Tonight we will…•Discuss relevant theories involving language development•Discuss interaction patterns •The role of the brain and language development•Communication with parents

UPDATES AND REMINDERS

Unit Outcomes and Expectations

At the end of this unit you should be able to:

1.Identify and interpret data found in a research article on brain research

2.Discuss the influence that brain research has had on language development and language acquisition in young children

KEY TERMS

•Universal grammar•Language acquisition device (LAD)

•Hypothesis testing•Object permanence•Schemata•Preoperational stage• Imitative speech•Language acquisition support system (LASS)

•Zone of proximal development

•Neurolinguistics

•Central nervous system•Peripheral nervous system•Neuron•Axons•Dendrites•Myelin sheath•Axon terminal

Review tonight’s readingIn this Seminar, we will compare the language acquisition information you learned from watching Dr. Kuhl’s video with the information in Chapter 2 of the text about how brain research has influenced language development and acquisition. Please take about ten minutes to review your findings on the following areas:

•Theories and language development•Patterns of Interactions•Brain and its role in language development•Communication with parents and colleagues

•Please do not share your answer until each question is asked upon your return.

THE NATIVIST THEORY

•Summarize the nativist theory and how this theory can be used from an early childhood perspective.

COGNITIVE DEVELOPMENT THEORY

• Summarize the cognitive developmental and how this theory can be used from an early childhood perspective.

THE BEHAVIORIST THEORY

•Summarize the behaviorist theory and how this theory can be used from an early childhood perspective.

THE INTERACTIONIST THEORY

•Summarize the interactionist theory and how this theory can be used from an early childhood perspective.

PATTERNS OF INTERACTIONS

2. Review the patterns of interaction between an adult and a child. What are the specific features that of home, school, and community environments that influence language development?

THE BRAIN

3. What have you discovered about the brain and its role in language development?

COMMUNICATION WITH PARENTS AND COLLEAGUES

4. How has this week’s learning helped you better understand your role as an early childhood professional? What information is necessary to communicate to your parents and/or colleagues about language development in the young child?

THANK YOU FOR COMING!

EXAMPLE OF REFERENCES FOR BOOK AND WEBSITE

REFERENCES

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews Neuroscience, 5(11), 831-843. doi:10.1038/nrn1533

Otto, B. (2010). Language Development in Early Childhood, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc.

Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.com