Language acquisitions
• Egocentric Language:
EVOLUTION OF LANGUAGE ACQUISITION IN CHILDREN.
Prelinguistic communication.
Very early the child and his mother begin to communicate, in addition, the child special attention to the speech, turning his head newborns in response to voices.
The first communication tool is her crying child, which will produce an action with regard to the context father (baby's needs). And at 6 weeks, the child begins to smile, establishing new communication links. At 12 weeks the child smiles when spoken to and produces vocal sound modulated character, which is maintained for 15 or 20 seconds, at 20 weeks not only emits vocal sounds of nature, but mixed with consonants.
At 6 months appears a lisp like monosyllabic emissions. The most common syllables resembling Ma, Mu, Da, Di. At 8 months become more frequent repetitions intonation structures differ in emissions and these may indicate emotions. At 10 months the emissions are mixed with game sounds like cooing; made imitations of sounds.
De recién nacido a los 12 meses los bebés generalmente no hablan, pero sí se comunican. Desde que nace muestra predilección por algunos sonidos y los emite habitualmente. Desde muy prontito puede discriminar sonidos y reconocer la voz de mamá. Está demostrado que desde las primeras semanas el bebé ya es capaz de distinguir pares de fonemas, por ejemplo entre p y b. Es habitual que repitan sílabas (papapa)
Entre los 12 y los 18 meses comienzan las primeras palabras. El vocabulario del niño incluye entre 7 y 10 términos, que habitualmente significan una frase completa, “agua” querría decir “dame agua“. Estos vocablos se conocen como palabras-frase u holofrases. El niño comprende gran parte de lo que se le dice.
Entre los 18 y los 24 meses aparecen las primeras frases. Son una evolución de las holofrases, en las que comienzan por añadir una segunda palabra. El ejemplo anterior pasaría a ser “agua mamá“. El vocabulario se amplia y la estructura de las frases se va complicando.
De los dos a los tres años la evolución continúa. Cada vez tiene un lenguaje más completo, con mayor vocabulario y frases más largas. Sigue pareciendo un indio al hablar “mamá mucha agua”, y suele nombrarse en tercera persona “nena gusta pan”. Es un lenguaje telegráfico que va siendo
A partir de los 36 meses el niño mejora su lenguaje prácticamente a diario. Sus frases se van haciendo cada vez más complejas, aumentan su vocabulario y es capaz de expresar claramente lo que piensa o quiere. Hasta los 6 años su lenguaje no se considerará completamente maduro.
Is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. This capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary.
The capacity to acquire the ability to incorporate the pronunciation of new words depends upon the capacity to engage in speech repetition. Children with reduced abilities to repeat nonwords (a marker of speech repetition abilities) show a slower rate of vocabulary expansion than children for whom this is easy.[It has been proposed that the elementary units of speech has been selected to enhance the ease with which sound and visual input can be mapped into motor vocalization. Several computational models of vocabulary acquisition have been proposed so far.
STAGES OF LANGUAGE DEVELOPMENT
Piaget Piaget emphasizes the prominent sound of language and takes it as one of several aspects that make up the superstructure of the human mind. Language is seen as an instrument of cognitive and affective capacity of the individual, indicating that the linguistic knowledge that the child has depends on its knowledge of the world.
Their study and their theories are based on the possible functions of the language in the child. For Piaget the phrases spoken by the children were classified into two groups: those of egocentric and socialized speech, and these in turn are divided into the following categories:
Their study and their theories are based on the possible functions of the language in the child. For Piaget the phrases spoken by the children were classified into two groups: those of egocentric and socialized speech, and these in turn are divided into the following categories:
• Egocentric Language:
ü Repeated or Echolalia.
ü Monologue
ü The collective monologue.
· Socialized speech:
ü The tailored information.
ü Criticism.
ü Orders, requests and threats.
ü Questions
ü Answers
Vygotsky
The approach of the Soviet author is opposed to the concept presented by Piaget, directed it from an evolutionary interpretation which would be directed to the individual (egocentric) to social (socialized speech.) Vygotsky proposes the development of the child from a different perspective, that would be directed from the social to the individual. Thus, the primary function of language is communication, social contact.
On the problem of the relationship between thought and language, Vygotsky believes that children's development there is a prelinguistic phase in the thinking and language preintellectual phase. For him, the link between thought and language is primary and it originates, grows and changes during their evolution. As this relationship continues, ranging from word to thought and, in turn, thought of the word.
The thought goes through several stages before being formulated in words:
Internal language (significant and semantic).
Foreign language (mostly aural).
These languages form a single unit although each is governed by its own laws, constituting opposing processes. The internal language of the speech becomes thought, while in external speech thought is it is converted into speech.
Thus, for Vygotsky, language and thought are two different things. Both were developed in a proprietary process and converge in a given time. Therefore, the relationship between thought and word is not constant and immutable, is dynamic, is a living process. Thought is born through words, a word without thinking is a dead thing and a thought devoid of words remain in the shade.
The approach of the Soviet author is opposed to the concept presented by Piaget, directed it from an evolutionary interpretation which would be directed to the individual (egocentric) to social (socialized speech.) Vygotsky proposes the development of the child from a different perspective, that would be directed from the social to the individual. Thus, the primary function of language is communication, social contact.
On the problem of the relationship between thought and language, Vygotsky believes that children's development there is a prelinguistic phase in the thinking and language preintellectual phase. For him, the link between thought and language is primary and it originates, grows and changes during their evolution. As this relationship continues, ranging from word to thought and, in turn, thought of the word.
The thought goes through several stages before being formulated in words:
Internal language (significant and semantic).
Foreign language (mostly aural).
These languages form a single unit although each is governed by its own laws, constituting opposing processes. The internal language of the speech becomes thought, while in external speech thought is it is converted into speech.
Thus, for Vygotsky, language and thought are two different things. Both were developed in a proprietary process and converge in a given time. Therefore, the relationship between thought and word is not constant and immutable, is dynamic, is a living process. Thought is born through words, a word without thinking is a dead thing and a thought devoid of words remain in the shade.
EVOLUTION OF LANGUAGE ACQUISITION IN CHILDREN.
Prelinguistic communication.
Very early the child and his mother begin to communicate, in addition, the child special attention to the speech, turning his head newborns in response to voices.
The first communication tool is her crying child, which will produce an action with regard to the context father (baby's needs). And at 6 weeks, the child begins to smile, establishing new communication links. At 12 weeks the child smiles when spoken to and produces vocal sound modulated character, which is maintained for 15 or 20 seconds, at 20 weeks not only emits vocal sounds of nature, but mixed with consonants.
At 6 months appears a lisp like monosyllabic emissions. The most common syllables resembling Ma, Mu, Da, Di. At 8 months become more frequent repetitions intonation structures differ in emissions and these may indicate emotions. At 10 months the emissions are mixed with game sounds like cooing; made imitations of sounds.
First words.
The boy gves his first words at the end of the year.In first concern initially objects and people, but not delay in expressing requests or to describe the environment. These first words are characterized by using a limited number of phonetic elements and references to broader categories that the language accepted by the adult, both in regard to objects and actions. The words, at this time, "appear to be efforts to express complex ideas, ideas for an adult to express through prayer" (Dale, 1992) this is called polysynthetic speech.
The boy gves his first words at the end of the year.In first concern initially objects and people, but not delay in expressing requests or to describe the environment. These first words are characterized by using a limited number of phonetic elements and references to broader categories that the language accepted by the adult, both in regard to objects and actions. The words, at this time, "appear to be efforts to express complex ideas, ideas for an adult to express through prayer" (Dale, 1992) this is called polysynthetic speech.
Entre los 12 y los 18 meses comienzan las primeras palabras. El vocabulario del niño incluye entre 7 y 10 términos, que habitualmente significan una frase completa, “agua” querría decir “dame agua“. Estos vocablos se conocen como palabras-frase u holofrases. El niño comprende gran parte de lo que se le dice.
Entre los 18 y los 24 meses aparecen las primeras frases. Son una evolución de las holofrases, en las que comienzan por añadir una segunda palabra. El ejemplo anterior pasaría a ser “agua mamá“. El vocabulario se amplia y la estructura de las frases se va complicando.
De los dos a los tres años la evolución continúa. Cada vez tiene un lenguaje más completo, con mayor vocabulario y frases más largas. Sigue pareciendo un indio al hablar “mamá mucha agua”, y suele nombrarse en tercera persona “nena gusta pan”. Es un lenguaje telegráfico que va siendo
A partir de los 36 meses el niño mejora su lenguaje prácticamente a diario. Sus frases se van haciendo cada vez más complejas, aumentan su vocabulario y es capaz de expresar claramente lo que piensa o quiere. Hasta los 6 años su lenguaje no se considerará completamente maduro.
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