Milestones+of+Development+Assignment+Language+%281%29 copy
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Tidewater Community College *
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166
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Linguistics
Date
Jan 9, 2024
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docx
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Milestones of Development Assignment
Part 1:
Define Language
Language is defined as the systemic arrangement of arbitrary symbols that has
generalize meaning. Language allows us to communicate about things that are not
visible and those that are past or future. Sounds, symbols, and interactions that we
begin to experience early in life are tied to the way we think about and understand the
world.
Part 2 : Read Developmental Pathways on page 210-211
Discuss
the adult's role in developing Language with young children.
Young infants
Parents may be helpful in providing caregivers with their infant’s unique patterns
of communicating. Even young infants are responsive to language, and the rhythm of
their body movements will correspond to the rhythm of early language dialogue. The
back and forth imitative and caring exchange between a caregiver and an infant is a
critical component of language growth. Adults often imitate a baby’s sounds as well as
imitating their own. It is important at these times to use real labels for an infant’s
experience. When an infant responds, turn what may have have been the adult’s
monologue into a dialogue. Adults should have nurturing interactions with infants to
prevent language delay. Caregivers and parents can foster language development in
infants by using language with them from the start.
Mobile Infants
Adult’s responsiveness is the key to infants beginning to connect sounds with
meaning. Social interaction and face to face time play a critical role in auditory mapping.
Infants can learn new speech sounds they have never heard before, but only if the new
sounds come from a real person. Infants need to hear words; and those words need to
be linked to real events.
Toddlers
The adult should use labels of familiar objects repeated in familiar context. Adults
don’t need to correct or provide language lessons; toddlers learn by being part of a real
conversation. Repeating sounds and learning language need to be embedded in
meaningful everyday existences. A toddler’s vocabulary is strongly correlated to how
much interaction the toddler experiences. Provide toddlers with plenty experiences to
talk about as their world begins to expand.
Part 3: Read the Milestones of Child Development Language and Literacy
Go to Section
:
(Overview of Domain Indicators)
You will be reading and looking for strategies that will help I/T's build skills in the
area of Language.
1: Communication
2: Foundations of Reading
3: Foundations of Writing
List the 2 strategies for each age group.
Strand
Strategies
Strategies
Early Infancy/0-8 or Late
Infancy/6-14)
Early Toddler/12 to 24
or Late Toddler/22-36
CLLD1.
Communicatio
n
Responds to tone or
voice changes
(CLLD1.1b)
Follows simple
request paired with
gestures
(CLLD1.1e)
Responds to simple
requests (CLLD1.1c)
Listens to attends to
spoken language and
read aloud texts
(CLLD1.1t)
CLLD2. Foundations of
Reading
Explores a book by
touching it, patting
it, or putting it in
mouth.
(CLLD2.1a)
Holds book, turns
pages, looks at the
pictures and uses
sound, signs, or
words to identify
actions or objects
in a book or other
written material
(CLLD2.1b)
Distinguishes print
from pictures
(CLLD2.1e)
Points to and names
some letters or
characters in their
names when seen in
other words
(CLLD2.1h)
CLLD3. Foundations of
Writing
*The
developmental
progression of this
focus area is more
explicitly
evidenced later in
infancy
Makes scribbles or
marks on writing
materials
(CLLD3.1a)
Begins to use
controlled marks
like swoops, circles,
and waves to
represent their ideas
(CLLD3.1d)
Begins to draw/write
for a variety of
purposes
(CLLD3.1j)
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