EARLY CHILDHOOD IS THE WINDOW OF OPPORTUNITY FOR LANGUAGE

LECTURED BY DR. HASBI SJAMSIR, M.HUM

BY: 1. ABDUL ROUF 2. IWAN KURNIAWAN 3. SUPRANANI 4. NINA HERWINDA

BRAIN DEVELOPMENT

INFLUENCED BY
THE FIRST YEAR OF LIFE

THE ENVIRONMENT

EMOTIONAL FACTORS

MOTHER TOUNGE

ON SOCIAL

4/11/2012

WHAT IS LANGUAGE ?

TRANSMIT

COMMUNICATIVE
RECEIVE

1. 2. 3. 4.
SIGNS

MASSAGE Thoughts Emotions Ideas Values

SYMBOLS

ABSTRACT

LANGUAGE
SOCIAL
USE GESTURE S SNOISES

TO COMMUNICATE

CRYIING

TO FACILITATE INTERACTION WITH OTHER PEOPLE TO COMMUNICATE

VERSATILE

THINGS THAT DO NOT YET EXIST

A SCIENCE FICTION AUTHOR WHO CREATES COMPLETELY IMAGINARY WORLD

COLLABORATION WITH FAMILIES AND PROFESSIONALS

WHAT ARE THE IMPLICATIONS FOR EDUCATORS AND FAMILIES

FOR THE PROFESSIONAL
TO CONTRIBUTE OR MAKE AN EFFORT TO KEEP UP ON NEW

INVENTIONS TO HELP CHILDREN WITH SPECIAL NEEDS

FOR THE FAMILES

TO SUPPORT THE CHILD TO GET INVOLVED IN FURTHERING THE

CHILDS LITERARY GROWTH

EARLY CHILDHOOD IS THE WINDOW OF OPPORTUNITY FOR LANGUAGE

Contributions and Consequences

Contributions of teacher
Contributions of family Contributions of other professionals Consequences of collaboration

Teachers responsibilities according to NAEYC (national association for the education of young children) To be familiar with the knowledge base of

early childhood education and to keep current through continuing education To base program practices on current knowledge in the field of child development and relate disciplines and on particular knowledge of each child To recognize and respect the uniqueness and potential of each child

Teachers responsibilities according to NAEYC (national association for the education of young children)

To appreciate the special vulnerability of children

To create and maintain safe and healthy setting that foster childrens social, emotional,

intellectual, and physical development and that respect their dignity and contributions To support the right of children with special needs to participate, consistent with their ability, in regular early childhood programs (Feeney & Kipnis, 1992)

How do children learn to communicate?

Two means of communication are available to the young child 1. Linguistics : the study of language 2. Paralinguistic : those nonverbal means of communication that are related to language, such as facial expressions, gestures, body posture and voice intonation (Menyuk, 1998)

Communication process
A sender
A message A medium of conveying that message A receiver of the message The context in which that message is

transmitted

Four characteristics in order to qualify as a language

1. Symbolism, meaning that a system of sounds,

words, gestures and graphic symbols are used to stand for meanings, things and concepts 2. Displacement, the ability to refer not only to objects, events, and situations in the present but also to the past or future. 3. Reconstruction, or the ability to rearrange and recombine symbols, words, and ideas in nearly limitless ways 4. Sustainability, that the language already learned would continue to exist even in absence of reinforcement

Components of language
1. Pragmatics : children mastery of the social system of language.
2. Semantics : children mastery of meaning

system 3. Syntax : children mastery of grammatical system 4. Graphophonics : children mastery of sound system.

OVERVIEW OF LANGUAGE DEVELOPMENT

PRELINGUISTIC SPEECH

LINGUISTIC SPEECH

PRELINGUISTIC SPEECH

Age

Language Development

Crying Less crying more random gestures& vocalization 6 weeks Coos ( makes vowel sound) 2 month Uses smile to communicate 2-3 months Bables( makes consonant&vowel syllable sound) 6-9 Immitates sounds, more repeatation months syllables 9-11 months Uses Expressive jargon (Shows definite signs of understanding some

Birth 2 weeks

LINGUISTIC SPEECH

AGE 1-2 years 2-3 years 4 -6 years

LINGUISTIC SPEECH One word utterances Making words into phrases Complete sentences Pronoun and grammar improve ( 4 years) Complex,grammically correct sentences( 5-6 years) Using language symbolically ( reading & writing) Uses more complex sentences Uses more vocabulary ,more subordinate clauses

6 years up

1.Children learn to talk through immitation

6. Children learn to talk because language is part of the culture

2. Children learn to talk because part of normal development

Theories of Language Acquisition

5. Children learn to talk they need to communicate 4. Children learn to talk because of their interaction and experiences

3. Children learn to talk the human brain is wired for language

THEORITICAL ORIENTATIONS
1. Behavioral theory
5. A Sociocultural Perspective

2. Maturationists

4. Cognitive Development Theory

3. Preformationists

TEACHER CONCERNS AND BASIC STRATEGIES

Issues About children development
1)
:

Talking a lot without focus on certain topic Strategies: Children------ Drawing a picture to describe exciting event Older child ------ Writing

2) All Talking begin at once

Strategies: Teach the children to speak in turn---first come-first served

Shy to Speak Strategies: Not focus on them

3)

Classroom Activities to Support Language Development

Talking to Babies and Toddlers use simple sentences, repeat words and phrases Running Commentary playing---describing things in their place Combine Sensory Stimulation With Talk Ping-Pong Thank-You Games Embedded Teaching--- give familiar context Expansions---dadaDaddy? Fill-Ins give a clue in guessing a word.

Research Based literacy Strategies

Phonological awareness
Using environmental print Using Children Names

THANK

YOU......