English for Children Aged 8-12 Essay

Children’s language development usually begins in their first three months. They will begin by learning to use their voice and enjoying vocal play. Babies will watch faces and mouths to try and copy movements and sounds.

The Welsh Government has categorised the different stages of language development that an EAL child can be assessed at.

Between 6-9 months the baby’s brain will start to develop faster and faster at any other time during their life. Their memory will become quite strong they will repeat things over and over again. They will also learn what they are hearing which could be songs or rhymes or whilst they are being spoken to by parents siblings or strangers.

* Language can be spoken written or signed. The age and the pace at which a child reaches each milestone of language development vary greatly among children. Children begin by pointing at objects and saying one word such as ‘’

the games that they play with, including puzzle games should be to do with words, for example,

Children are now beginning to learn letter-sound associations and are able to expand on there auditory understanding. By the age of 6 90% of children would have mastered being able to use a variety of blends and self-monitored speech. Children are able to stabilize the correct usage of irregular plurals and past and tense/ irregular verbs.

It allows us to review with the class before our tests. It can do Kahoot and other fun class games. We use it for our tests. They can also be used for homework.

In early years at school young students sometimes find basic concepts hard to grasp, difficult to master and a challenge to recall. Young children are also very keen on playing games. Can we use this enthusiasm to help them master the basic concepts which they will need for their future education?

| Babbling happens between 4-6 months of age. During this stage, the constant, vowel combination comes into play. As the child gets

A textbook is a printed and bound artefact for each year or course of study that contain facts and ideas around a certain subject [2]. They have not a same purpose and focusing. For their usability, the games are various styles of using that they are created for playing in many styles, in examples, video games, board games, and play together in a special rule to enjoy with the games. Textbooks are books or electronic books what are used for reading only same as theories are written or shown into any document. At the farthest, information is read and explained by intermediaries who might be a teacher, speaker, or presenter sound to audiences. In popularity, the games are used for students who child popularly more than textbooks that are often used for students in higher levels. For preparing, textbooks can be read easier more than games that must prepare rules and necessary resources before playing. And the last, as results of their learning, textbooks give important knowledge deeper than playing games that emphasize for entertainments, not focus on teaching for a knowledge as well as textbooks and theories. In additional, the books are existent that there are playing game, so there are more good books that good games [3]. Therefore, some games might be terrible that could interrupt learning of students, if they play in a wrong way, wrong time and wrong

The developmental stages of language are; pre-linguistic stage, one-word stage, two or three-word utterances, more complex sentences, further development between 3-4, and further development between 4 and 5. In the pre-linguistic stage from birth to 1 year, babies can tell the difference between voices and other sounds, they can start to use sounds such as ‘dadadadada’ or ‘mamamamama’. In the one-word stage from 12 to 18 months young children can have a variety of

However, Pinker (1994) then goes onto note that the particular sub-stage of reduplicated babbling occurs around 7-8 months, and states that the children will exercise phonemes and syllable patterns that are not specific to a singular language, but rather are seen as common across a variety of languages. Yet, Pinker (1994) does also argue that the children are able to distinguish between phonemes of their own mother tongue, which has been seen from birth, and this is seen to be more prominent by the time the child reaches the age of around 10 months. Pinker (1994) refers to this as the children no longer being ‘universal phoneticians’, and states that the children will no longer distinguish foreign phonemes.

Then, cooing appears when the child is between six to eight weeks old, where the infant demonstrates happy vowel like sounds (Hoff, 2006). At age sixteen weeks infants begin to demonstrate laughter and vocal play (Hoff, 2006). Between six and nine month old babies begin to produce babbling sounds, then they utter their first word around age one (Hoff, 2006). When children speak their first word it is usually as an isolated unit (Goldin-Meadow, 2006), and not considered a major step in phonological development (Hoff, 2006). Children then learn that their first spoken word is composed of smaller parts, which is known as morphology, and that the word can be used as a building block for larger sentences called syntax (Goldin-Meadow, 2006). A child’s first word goes farther then communicating a message between the child and communicative partner, the word retains symbolic meaning (Goldin-Meadow, 2006). At age eighteen months phonological processes develop, in which the child’s speech characteristics begin to transform (Hoff, 2006). Subsequent to eighteen months the child’s vocabulary grows and with this growth the child is able to phonemically represent a sound with the mental representation of every word that possesses a sound (Hoff, 2006).

Video games can be used as instructional tools as well. They have positive elements and add value; they create a micro world of their own. The players act based on natural tendencies towards learning. Therefore, learning occurs while playing (Rosas et al., 2003).

The pre –language or the pre-speech stage is the period from about three months to six months. We can call this period the zero stage because in this period the child is only a listener and he does not produce understandable sounds. The only sounds that the child produces in this period are crying and screaming. At this stage, the child usually reacts to any speech