Childhood Misconceptions

Children who watched television alone were 8.47 times more likely to have language delay when compared to children who interacted with their caregivers during television viewing (Dorey 47). As recommended by the American Academy of Pediatrics (AAP), “Children under the age of 2 should watch no television at all, and after age 2 watch no more than one to two hours of quality programming a day” (Bettinghaus 57). Therefore, exposing such young children to television programs should be discouraged. Parents should engage children in more conversational activities to avoid television-related delays to their children language development, which could impair their intellectual performance (Dorey 47).

Making sure you use proper English and clearly pronounce words will have a positive impact on a child's speech and language and communication development. Also Using ‘OWL’ (Observe, Wait, Listen) when Speaking to children, This gives children time to take the question in, Think about it and then respond, Children often need longer to think about what you have just said so speaking clearly and slowly to children will really impact their development. You will find you get more out of the child when doing this. They will respond appropriately and they will learn new vocabulary from you. We use ‘Words of the week’ We differentiated them for the less able and more able, This gives children chance to learn new vocabulary and have a wider vocabulary.

Poor language development among the infants has been a problem in the societies. The problems is attributed to many factors such as the parental influence, and environment of the child (Berk, 2012). Many researchers have argued that such problem is mainly brought by exposing the infant to the television programs On the other hands some researchers also argues that television programs can enhance proper language development among the infants. The above views from the researchers are clearly illustrated from the article Baby Einstein's Not So Smart After All" by Alice Park.

Three practices that support the language development of all children is that of “communicating and Sharing” (Lally, 2006, p.32) in which a caregiver is observant of the infant and follows the infant's cues in that “Babies show us from the beginning that soothing words and lullabies can calm them.” (Lally, 2006, p.32) thus forming a bond of communicating what the infant's emotions are and sharing them in their reaction to a caregiver.

The authors describe their early work during President Lyndon Johnson’s War on Poverty initiative of the 1960’s, which focused on the early acquisition of language among preschool children. The children were engaged with activities designed to broaden their vocabularies and the researchers used this data to evaluate their language growth and to compare the language growth of children in the program who were of a low socio-economic standing with preschool children of professors who taught at the University of Kansas. Hart and Todd found that the increases in the vocabulary of the children of poverty, although initially encouraging, were distressingly, short-lived. Although the children could be taught new words, the rate at which the new vocabulary

Family, likes and dislikes, memories, and upbringing allow you to see what makes a person who they are rather than what they look like from your perception. Perception is a powerful tool. I have an older half-brother whose name is Ryan who will soon be 26, I have an older sister named Starr who is 25 and I, Jessica, am the youngest at 24. My sister and I were raised by a single mother, Cathleen, who loves and supports us through thick and thin. I too am a single mother to an amazing two-year-old, Theoden. In my rare spare time I enjoy painting, reading, watching Netflix, and hiking. When I am spending time with my little boy, I enjoy racing hot wheels and having gun fights. Growing up, I was played outside until the street light came on and thoroughly enjoyed the pre-cellphone age. Graduating from public school, I feel as if I was blessed with a good education and a ‘normal’ childhood for a 90’s kid. Growing up I always imagined I would be a school teacher, however as I have aged I have become more uncertain as to what profession I would like to have for the rest of my life. As this is the case, I have changed my major to a general transfer degree in hopes of granting myself enough time to learn what I would enjoy doing for the rest of my life. As a child, I loved reading “If You Give a Moose a Muffin” and “If You Give a Pig a Pancake”. The lesson this series taught me is one I will decidedly be teaching my son. Gratitude

Infants are able to recognize words through the " word– object association" method. It is evident that infants distinguish words that exist in their linguistic environment. Research has affirmed that children can progressively differentiate specific word forms at an early age, even though they do not know the meaning. At 11 months of age, word forms have been translated with enough detail that shows their preference for listening to a proper over an improper pronunciation of a word. (Fais, Werker, &Zamuner, 2014).

The study solidified the theory that social interaction is key to a toddler developing his language. This study proved that children with mothers who talk and text frequently, or disengage from their children, are less likely to learn the new words. This disengagement distracts the toddler and thus interrupts the important cognitive processes occurring in the brain to map the new words. This study was effective because of the intention and concern in its design. The researchers did an amazing job explaining the material and taking great pains to control as many

| Using pictures, books and mini field trips helps with verbal development at this stage http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=119 ).

After we get back to the campsite with bundles of woods, girls finally start cooking the lunch. Meanwhile, other students and I finally have a chance to relax, we just sit on the ground randomly and enjoy the sunshine, which is nice and comfort. A few moment later, the smell of food has run into our nose; it smells so fascinating, and I believe there are steaming fish, BBQ beef, and ingredients. Actually I can’t say no more because I’m almost driveling on my t-shirt, Mmmmm; these girls are definitely the best cookers in the world. “Wow, this smells good, do you guys need more ingredients? Here, my wife just cooks out this pork, take it.” A young farmer cross by and says. The school principal says no at beginning, but the young man is so passion

Even though there is a great deal of research on the long term benefits of early intervention, continued screening and research will allow to further prove research that has shown “stronger and more consistent evidence of the benefits of early identification and intervention (prior to 12 months) on the development of language and communication skills” (Calderon, 1998, p. 55). Moreover, children are found to have better language scores when they enter early intervention before twelve months. With this, the two studies further explain the importance of early intervention.

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new

Early language development predicts the amount of vocabulary knowledge as the child develops and is a key factor that is linked with later academic achievement (Pungello et al., 2009; Weisleder & Fernald, 2013). Also, background factors must be analyzed and assessed, in order to understand how language growth differs from one child to the next. Exposure to speech is very important and helps influence early development of language and the processing speed (Fernald, Marchman, & Wielder, 2013 as cited by Weisleder & Fernald, 2009). A study done by Kwon et al., (2013), found that play has a significant effect on the language complexity for children’s language use pertaining to the structure of play or activity setting (free play), however the gender of the parent did not influence the language growth for the child. Furthermore, children are able to identify familiar words when speech is directed towards the child and not over heard, facilitated vocabulary learning at the age of 24 months (Weislder & Fernald, 2013). For example, over hearing adult conversation is not as beneficial towards the child’s vocabulary learning.

Zimmerman discusses three possible reasons for the significant decrease in CDI scores for every hour that 8- to 16-month olds watch baby DVDs/ videos. The first is that since a lot of baby DVDs/videos advertise that that they will promote cognitive, language, and brain development, parents whose children already struggle in these areas may have their children watch baby DVDs as a means of help. A second reason may be the involvement of an unknown third variable that is related to both CDI scores and the amount of time spent watching baby DVS/videos. This variable, for example, may be caregivers who are less motivated to actively participate in their children’s language development and therefore rely on television to provide the input. It may also reflect a flaw in the accuracy of CDI scores because less involved parents are less likely to know how many words their children know. A third theory is that viewing of baby DVDs/videos may have a deleterious effect on early language development if it becomes too excessive (Zimmerman et al., 2007). Most theories of language

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.