Wednesday, December 4, 2019

Understanding Language and Literacy Cultural and Cognitive Nature

Question: Discuss about theUnderstanding Language and Literacyfor Cultural and Cognitive Nature. Answer: Introduction In the developmental science, the nature and the nurture are continuous phenomena that have come up from the theoretical perspectives. The effect of togetherness of nature and nurture is important in the life of child when the growth of the brain is at peak. The predisposition of a child to learn is influenced and stimulated by the physical, emotional, social, cultural and cognitive nature that is necessary in the learning and development process. It can be stated that the child can be properly moulded in a positive way after the birth by effective interaction using the emotional, social, physical and cognitive interactions. Thus, it can be stated that the nature and the nurture both plays an significant function in the growth of the child. Discussion In the opinion of Hoff, (2013), the nature cannot be separated from nurture and both nature as well as nurture supports the human potential and growth. The nature and the nature are also responsible for the risk of dysfunction and problematic behaviour in the human being. Almost every child is successful in the learning and development process of language. Learning of the language includes the use of receptive and productive language. The use of receptive language takes place when comprehension of words and sentences. There are four basic components in the structure of language such as phonology, semantics, grammar and pragmatics. Phonology: The human, especially the child use of the system of sound to construct words and sentences. Every language has a set of different segments or phonemes. The children are able to recognise these differences and construct the verbal communication segment that is the uniqueness of the languages (Hoff et al., 2012). Semantics: This component includes the system of meanings that can be articulated by words and sentences. The communication becomes meaningful between the people, when the words are shared among the individuals in a proper clear manner. Grammar: The grammar indicates the system of rules through which the words and the phrases are arranged in order so that a consequential sentence is obtained. It is important for the children to learn the ways of ordering of words along with the proper use of grammatical functions (Owens Jr, 2015). The appropriate use of subject and direct subject helps the child in language development. Pragmatics: The different system of pattern describes how the individual, especially a child can use languages in a particular social setting in order to carry out a conversation. Children become aware of that the conversation generally begins with some kind of greeting and includes the need of turn taking and sharing of one concerned topic (Harris, 2013). Children are thus able to learn to adjust the content of the communication in order to match with the interest, knowledge and language ability of the listener. The idea related to the acquisition of language is an inborn ability that is termed as nativism. Individuals who supports this view, believes that the human brain is prewired for the attainment of language. The second position relates to the nature and nurture in the process of acquisition of language, which is described by the principle that language is a result of large brains of human beings with the aptitude to learn several things. This is termed as empiricism. There are various roles that are played by nature and nurture in supporting the development of the components of language. Parents and caregivers require remembering that language in the great preponderance of people develops very competently (Coll, Bearer Lerner, 2014). Most of the children physically grow such things that are insignificant segment of the total range of the language of children. The natural language development of the children can be sustained with the help of teachers. The language of every child should be understood. It helps to reflect the identity, values as well as experience of the community of the child. Peer learning is an imperative part of language development mostly in mixed-age groups (Budge, Beale Lynas, 2013). The language growth of young children is hastened by their disclosure to positive verbal inputs from adults. Each area of the curriculum should be enhanced with the help of language so that the classrooms full of active learners are barely ever silent. Due to the role that is played by nurture and nature, children are exposed to the performance of language however; they are not exposed to language competence. Children that obtain language from habit development seem to remember certain structures in advance (McMurray, 2016). The constructivist approach highlights the unbiased communication of nature and nurture to lay the base for developmental change. The acquisition of language theories have mostly centered around nurture and nature distinction as well as on empiricism and nativism. However, the disagreement over the comparative significance of nature and nurture in the development of children has endured for several centuries and this will be casusing the conflict among the theorists even in the future. According to most of the developmental scientists, nature and nurture are inextricably connected and interact in complicated ways to shape human growth. Environmentalist theories of language achievement holds that nurture of children are of more significance to enhancement as compared to its nature (Farrant, Maybery Fletcher, 2014). Conclusion The methods used to study the language development are uncomplicated. The primary method involves recording and transcription of what the child says. Using these methods can be useful in linking up the verbal communication of the child with the use of gesture and interest. Since language is one of the alternative cognitive skills, children are able to compensate for the deficits in one area by focusing their skills on the other area. Thus, a proper match between the nature and the nurture of the language is useful in developing the child and increases the positive pathways in life. References Budge, K., Beale, C., Lynas, E. (2013). A chaotic intervention: Creativity and peer learning in design education.International Journal of Art Design Education,32(2), 146-156. Coll, C. G., Bearer, E. L., Lerner, R. M. (Eds.). (2014).Nature and nurture: The complex interplay of genetic and environmental influences on human behavior and development. Psychology Press. Farrant, B. M., Maybery, M. T., Fletcher, J. (2014). Parenting, Language, and Perspective Taking: Advantages of Constructivist Approaches.Cognitive Development: Theories, Stages Processes and Challenges, Nova Science Publishers: Hauppauge, NY, 97-143. Harris, M. (2013).Language experience and early language development: From input to uptake. Psychology Press. Hoff, E. (2013).Language development. Cengage Learning. Hoff, E., Core, C., Place, S., Rumiche, R., Seor, M., Parra, M. (2012). Dual language exposure and early bilingual development.Journal of child language,39(01), 1-27. McMurray, B. (2016). Nature, nurture or interacting developmental systems? Endophenotypes for learning systems bridge genes, language and development.Language, Cognition and Neuroscience,31(9), 1093-1097. Owens Jr, R. E. (2015).Language development: An introduction. Pearson.

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