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•The whole language approach in child education is a method that emphasizes the importance of exposing children to language in its entirety

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Behaviorism (1) 行為主義Language is learned through external reinforcementthe statement that language is only learned through external reinforcement is an oversimplification that is contradicted by modern linguistic theories.Behaviorism (4)language behaviorthe observable sctions and patterns of language use, such as speaking, writing, and non-verbal cues.

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Positive reinforcement > Punishment

positive reinforcement is generally more effective and

beneficial than punishment for changing behavior long-term.

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Universal Grammar-the theory that all humans are born with an innate, biological capacity for language that contains universal principles common to all human language.

Language Acquisition Device (LED)-a hypothetical mental tool, proposed by Noam Chomsky, that suggests humans are born with an innate ability to acquire language.

Autonomous-autonomous robot, autonomous vehicle, Autonomous System

Internal-internal team, internal bleeding, internal market

Individual process-a distinct operation within a larger system, a psychological process of personal development, or a learning process tailored to a single person.

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Approaches-ways of doing or thinking about something

Emphasizes-shows that something is important

Preclude-to stop something from happening

Dependent-needing something or someone to work or happen

Context-the situation or background in which something happens

Aspects-different parts or features of something

Articulate-to say or explain something clearly

Patterns-repeated ways of doing something or happening

Unacceptable-not okay or not allowed

Colloquoal-informal words used in everyday speaking

Indicate-to show or point out something

Vital-very important or necessary

Psychological development-how a person's mind and feelings grow and change

Cognition-thinking and understanding

Cognitive-related to thinking and learning

Utilization-the use of something

Engagement-being involved or taking part in something

Socio-cultural context-the social and cultureal environment around a person

Interrelationship-how two or more things are connected

Innate-something we are born with

Linguistic-related to language

Construcing-building or making something like ideas or knowledge

Concepts-ideas or throughts

Scaffold-to support someone's learning strp-by-step

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Q1.What scientific paradigm prevailed before Chomsky's theory emerged?

C.Behaviorism

Q2.What language posed a durable problem to the principle of recursion?

A.Quechua

Q3.What was Chomsky's main analytical tool in his studies of language?

D.Generative semanties

Q4.What discipline was Universal Grammar couched in first and foremost?

B. Linguistics

Q5.When did Chomsky start developing his theory of Universal Grammar?

A. 1950s

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Social Interaction and Language Learning-Social interaction is critical for language learning, as it provides opportunities for practice, motivation, and the acquisition of social communication skills.

Discussion-under discussion, under discussion

Engagement-Engagement Letter, Employee Engagement, Customer Engagement

Language forms the basis of thought-Language does not form the basis of thought, but it influences and shapes it, according to the prevailing scientific and philosophical views.

Language Acquisition Support System(LASS)-is the social and environmental support a child receives to learn a language, as theorized by Jerome Bruner.

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Part1.

1.Acquisition-Learning something

2.Reinforcement-Reward to help learning

3.Stimulus-Something causing reaction

4.Response-Reaction

5.Authentic-Real, not fake

6.Phonics-Sound and letter learning

7.Egocentric speech-Talking to yourself

8.Dialogue-Talking between people

9.Context-Situation around something

10.Socio-cultural context-Social and cultural environment

11.Scaffold-Learning support steps

12.Universal-True for everyone

13.Exposure-Seeing or hearing something

14.Operant-Learning by reward/punishment

15.Intermittent-Sometimes, not always

16.Component-A small part

17.Pleasure-Fun or enjoyment

18.Passive-Not active

19.Cognitive-Thinking or understanding

20.Progression-Moving forward

Part2.

1.Unversal Grammar-Noam Chomsky

2.Behaviorism-B. F. Skinner

3.Soical-cultural Theory-Lev Vygotsky

4.Cognitive Development Stages-Jean Piaget

5.Attachment Theory-John Bowlby

6.Operant Conditioning-Positive rewards and learning behavior

7.Authentic materials-Whole Language Approach

8.Classical Conditioning-J. B. Watson

9.Child Study Movement influence-Charles Darwin

10.LASS-Jorome Bruner

Part3.

1.Whole Language focuses on meaning.True

2.Reading for enjoyment is important in Whole Language.True

3.Children learn language only from drills.False

4.Spoken language comes before reading and writing.True

5.Children learn language in real social experiences.True

6.Whole Language uses authentic literature.True

7.All children learn at the same speed.False

8.Some children may need more phonics support.True

9.In Whole Language, reading is fun.True

10.Language helps children think and learn.True

Part4.

1.Who said language learning comes from rewards?

B. Skinner

2.What does reinforcement do?

A.Makes learning stronger

3.Who believed children think before language?

B. Piaget

4.What is Universal Grammar?

B. Born ability to learn language

5.Who said social interaction shapes language learning?

A. Vygotsky

6.Whole Language encourages children to:

B. Read for enjoyment

7.Which uses rewards and punichments?

A. Operant conditioning

8.Which person is linked with LASS?

B. Bruner

9."Mama, ball, go!" spoken while playing alon is an example of:

C. Egocentric speech

10.Whole Language teaches language:

B. As a whole, with real meaning

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Whole Language Approach

1.Whole-Entire, complete, or not divided into parts.

2.Approach-A method or way of dealing with something.

3.Emphasize-To give special importance or attention to something.

4.Expose-To make something visible or known; to introduce someone to an experience.

5.Entirely-Completely, fully, or wholly.

6.Isolate-To separate something from other thing; to set apart.

7.Component-A part or element of a larger whole.

8.Process-A series of steps or actions taken to achieve a result. To handle or deal with something in a systematic way.

9.Solely-Only, exclusively, or without anything else invovled.

10.A variety of-A range of different things or types.

11.Genre-A category or type of literature, music, or art.

12.Authentic-Qenuine, real, or true.

13.Contextual-Related to the surrounding situation or setting.

14.Progression-The process of developing or movie forward.

15.Drills-Repetitive exerciess or practices to improve a skill. To practice something repeatedly.

16.Pleasure-A feeling of enjoyment or happiness.

17.Guidance-Advice or direction provided by someone knowledgeable.

18.Neglect-To fail to care for or pay attention to something.

19.Phonics-A method of teaching reading by assoicating sounds with letters.

Language Acquisition 01

1.Acquisition-The process of learning or getting something, like a language.

2.Precursors-Something that happens before and leads to something else.

3.Egocrntric speech-When children talk to themselves to help them think.

4.Verbal thinking-Thinking with words.

5.Linguistic determinism-The idea that language affects how we think.

6.Phonemes-The smallest sounds in a language that make words different.

7.Syllables-A part of a word with one vowel sound.

8.Clauses-A group of words witha subject and a verb.

9.Dialogue-A conversation between two or more people.

10.Child Study Movement-A movement that studied how children grow and learn.

11.Peadiatric medicine-The medical care of babies and children.

12.Attachment theory-A theory about how children form close relationships with caregivers.

13.Behaviorism-A theory that says people learn by reacting to things around them.

14.Psychoanalysis-A theory that looks at how past experiences shape our thoughts and feelings.

15.Congitive development-How children learn to think and understand the world.

16.Sensorimotor intelligence-Learning by touching, seeing, and moving.

17.Preoperational thinkin-Thinking with imagination but not logic.

18.Concrete operational thinking-Thinking logically about real thimgs.

19.Formal operational thinking-Thinking about abstract and complex ideas.

20.A Social Model of Children-The idea that children learn from their social environment.

21.Positivist approach-A way of study things using facts and measurements.

22.Developmentalism-A belif that children grow in clear stages.

23. Social -cultural approach-The idea that culture and society shape how we learn language.

24.Relativist-The idea that knowledge depends on culture and situation.

Language Acquisition 02

1.Acquisition-The process of learning or gotting something.

2.Reinforcement-A way to make something stronger, especially by giving rewards.

3.Stimulus-Something that causes a reaction or response.

4.Response-A reaction to something.

5.External-Coming from outside.

6.Passive-Not taking action; letting things happen.

7.Determine-To decide or control something.

8.Experimental-Related to tests or research.

9.Utterance-Something spoken or said.

10.Existence-The state of being real or present.

11.Conditioning-A way of learning by connecting actions with rewards or punishments.

12.Eliciting-Causing or bringing out a reaction.

13.Particular-A specific one.

14.Satisfying-Making someone feel happy or pleased.

15.Gratifying-Giving pleasure or satisfaction.

16.Effective-Producing the wanted result.

17.Punishment-A penalty for doing something wrong.

18.Operant-Related to how behavior changes through rewards orpunishments.

19.Intermittent-Happening sometimes but not all the time.

20.Progresses-Moves forwards or improves.

Language Acquisition 03

1. Acquire-To get or learn something.

2.Complex-Having many parts; not simple.

3.Instruction-Teaching or guidance.

4.Reinforcement-Encouragement or support to help learning.

5.Exposure-Being around something or experiencing it.

6.Unuversal-Found everywhere; true for evceryone.

7.Process-A series of actions to achieve something.

8.Genetically-Related to genes, something you are born with.

9.Potential-The ability to do something in the future.

10.Abstract-To take out or identify important parts.

11.Governing-Controlling or guiding something.

12.Utterances-Spoken words or sounds.

13.Autonomous-Independent; working by itself.

14.Internal-Inside, not outside.

15.Paradigm-A model or way of thinking.

16.Prevail-To be the most common or important.

17.Empiricism-The idea that knowledge comes from experience.

18.Behaviorism-A way of studying how people learn through their actions.

19.Recursion-A process that repeats itself.

20.Discipline-A field of study or area of knowledge.

21.Cognitive-Related to thinking and understanding.

22.Linguistics-The study of language.

23.Philosophy-The study of ideas and knowledge.

24.Emphasis-Special importance or focus on something.

25.Communicative-Related to sharing information with others.

Language Acquisition 04

1.Approaches-ways of doing or thinking about something.

2.Emphasizes-shows that something is important.

3.Preclude-to stop something from happening.

4.Dependent-needing something or someone ro work or happen.

5.Context-the situation or backgroud in which something happens.

6.Aspects-different parts or feature of something.

7.Articulate-to say or explain something clearly.

8.Patterns-repeated ways of doing something or happening.

9.Unacceptable-not okay or not allowed.

10.Colloquial-informal words used in everyday speaking.

11.Inducate-to show or point out something.

12.Vital-very important or necessary.

13.Psychological development-how a person's mind and feelings grow and change.

14.Cognition-thinking and understanding

15.Cognitive-related to thinking and learning.

16.Utilization-the use of something.

17.Engagement-being involved or taking part in something.

18.Socio-cultural context-the social and cultural environment around a person.

19.Interrelationship-how two or more things are connected.

20.Innate-something we are born with.

21.Linguistic-related to language.

22.Constructing-building or making something, like ideas or knowledge.

23.Concepts-ideas or thoughts

24.Scaffold-to support someone's learning step-by-step.

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1.Language acquisition-The process of learning a language, especially by young children.

2.Usage-based model-A theory that says people learn language by using it in real situations.

3.Social process-Something that happens through communication and interaction with others.

4.Grammar-Rules for how words are put together to form sentences.

5.Language structures-The ways that words and sentences are built in a language.

6.Cognitive skills-Thinking skills like remembering, understanding, and solving problems.

7.Social-cognitive skills-The ability to understand what others think, feel, or mean during interaction.

8.Intention reading-Understanding what someone wants or means by looking at their actions or experaction.

9.Pattern finding-Seeing repeated ways that things happen or are used, like how words are used in sentences.

10.Utterance-Something a person says out loud.

11.Communicative interaction-Talking or using actions with others to share thoughts or feelings.

12.Gesture-A hand or baby movement (like pointing or waving) that helps show meaning.

13.Schema-A mental plan or idea that helps us understand and organize what we see or learn.

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Language acquisition-is the process of learning to understand and use a language.

Usage-based model-is a princing strategy where customers are charged based on their actual consumption of a product or service, rather than a fixed fee.

Social process-is a repetitive way individuals and groups interact to establish social relationships, such as cooperation, competition, and conflict.

Grammar-is about the rules of language structure and meaning, including how words form sentences, phrases, and other structures.

Language structures-are the rules and patterns that govern how words, sentences, and entire languages are organized to create meaning.

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Tomasello-Michael Tomasello (born January 18, 1950) is an American developmental and comparative psychologist, as well as a linguist.He is professor of psychology at Duke University.

Pattern Finding-is the process of identifying similarities, regularities, and relationships within data.

Pattern Finding Skills-is the cognitive skill of identifying recurring elements, relationships, and structures in data.

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*facton-is a software company based in Germany that specializes in providing Enterprise Product Costing (EPS) solutions for the manufacturing industry.

1. Development-The way a child grows and learns new things over time.

2.Holistic-Looking at the whole child(mind, baby, emotions, and social life), not just one part.

3.Determinant-Something that causes or influences a child's growth or development.

4.Genetic imperative-The idea that some parts of development are guided by a child's genes.

5. Social context-The people and environment

around the child, like family, culture, and community.

6.Sequence-The order in which things happen or develop.

7.Direction-The way development moves, like from simple to more complex skills.

8.Cumulative-Each step builds on the one before, like how babbling leads to words.

9.Variation-Differences between children in how they grow or learn.

10.Precursor-Something that comes before and helps prepare for something else.

11.Aptitude-A natural ability to do something, like learning to talk or read.

12.Interplay-The way two or more things work together, like biology and social life in development.

13.Development chart-A tool that shows when and how children usually learn certain skills.

Language Development chart 02(07)

1.Involuntary-Something that happens without you choosing to do it;

automatic.

2.Intentional-Done on purpose; not by accident.

3.Cooing-Soft, happy sounds that babies make, often when someone talks to

them.

4.Gurgling-A bubbly or watery sound that babies make, usually when hey are playing or relaxed.

5.Presence-The state of being somewhere with someone; being near.

6.Discriminate-To see or hear the different between things.

7.Consonant-A speech sound that is not a vowel, like "b," "d," or "k."

8.Attention-The act of noticing or focucing on something.

9.Playful-Fun and happy; showing a desire to play.

10.Babbing-Repeating sounds like "ba ba ba" ;common in babies learning to speak.

11.Reduplicated-Repeated again and again (like "da da da").

12.Syllable-A unit of sound in a word, usually containing one vowel sound (like "ma" or "pa").

13.Emotion-A strong feeling like happiness, sadness, or anger.

14.Intonation-The rise and fall of the voice when we speak.

15.Recognize-To know or remember someone or something.

16.Imitate-To copy what someone else does or says.

17.Awareness-Knowing something exists or is happening.

18.Mobility-The ability to move or walk around.

19.Verbal-Related to using words, especially spoken words.

Language Development chart 03(08)

1.Belongings-Things that a person owns.

2.Point out-To show something by indicating

it.

3.Overextend-To use a word for more things than it really means (e.g., calling all animals "dog").

4.Intonation-The rise and fall of the voice when speaking.

5.Passive vocabulary-Words a person understands but may not use.

6.Active vocabulary-Words a person uses when speaking.

7.Generalise/Over-generalise-To apply one word or rule too widely (e.g., calling all men "daddy").

8.Rhymes-Words that sound similar at the end (like "eat" and "hat").

9.Melody-A tune or musical sound that is pleasant.

10.Narrate-To tell a story.

11.Sequence of events-The order in which things happen in a story.

12.Fact and fiction-Fact is real; fiction is made-up or imaginary.

13.Questioning-Asking qustions to learn more.

14.Common opposites-Pairs like big/small, hot/cold.

15.Information qustions-Qustions that ask for specific details (like who, what, when, where, why).

16.Cognitive skills-The brain's abilities to think, learn, and remember.

17.Offer opinions-To share why you think or believe.

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Introduction-The most common types include formal "introductions" or "prefaces," or "forewords," "introductions," or "introductions" of articles or books.

The Importance of Talking with Babies-is crucial for their brain development, language skills, and social-emotional growth.

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1.Bonding-Interpersonal emotional connections (such as close relationships and parent-child bonds),chemical bonding (chemical bonds) between atoms or molecules, and also refer to adhesion or welding in engineering.

2.Attachment-Email attachments.

3.Gesture-A gesture is a form of non-verbal communication using visible bodily actions-most commonly with the hands, face, or head- to convey specific messages, emotions, or ideas.Unlike general body language, a gesture is typically an intentional movement that adds emphasis or replaces words entirely.

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Close (2004)-In 2004, the term "close" most prominently refers to the following two films:

In 2025, the title "close"(2004) most likely refers to the following creative works:

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Create a web map from birth to five years

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Create a web map from birth to five years

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Birth-Involuntary cry

2-3Weeks-eye contact

6 Weeks Onward-Cooing and gurgling

1-2Months-Children may move their eyes or head towards the direction of the sound.

3Months-Children will raise their head when sounds attract their attention.

4-5Months-Playful sounds appear.

6Months-The beginning of babbling, regular repeated sounds and playing around with these sounds.

9Months-Babbling takes on the stresses and intonation of the language (or languages) that the child is hearing.

9-12Months-Pointing begins.This demondstrates an increasing awareness that words are associated with people, objects and actions.

12Months-Children's vocabulary starts to develop but may remain quite limited as children concentrate on achieving mobility.

15Months-Children overextend words, e.g. 'dog' for all furry animals with four legs.

21Months-Both passive and active vocabularies rapidly increase.

2Years-Children can generalise words but this sometimes means they over-generalise, e.g. all men are 'daddy'.

2Years6Months-Word order in sentences is sometimes incorrect but the meaning is evident.

3Years-Pronouns are usually used correctly.

4Years-The boundaries between fact and fiction are blurred.

5Years-Children will offer opinions in discussion.

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1.Which comes first in language development?

(C) Babbling

2.According to the usage-based theory, language develops mainly through:

(B) Soical interaction

3.What is intention reading?

(B) Understanding others' action and goals

4.Which behavior shows early communication?

(B) Eye contact

5.What does gesture include?

(B) Pointing and body movement

6.Which type of speech often used with babies?

(C) Child-directed speech

7.Why is talking with babies important?

(B) It supports language and brain development

8.Which activity supports the home literacy envirinment?

(C) Shared book reading

9.Research shows TV helps language development best when children are:

(C) Two to five years old (with good programs)

10.What does the term "critical period" in development refer to?

(A) A flexible time when the brain is most ready to learn

11.What is a key characteristic of child-directed speech (CDS)?

(C) Exaggerated intonation and simple words

12.Which is TRUE about children's language development?

(C) It grows through interaction and experience

Part 2: Ture or False

1.Children's language development happens together with physical, social, and emotional development.(T)

2.All children develop language at exactly the same speed.(F)

3.Babbling usually comes before children say their first words.(T)

4.Language development is influenced by both biology and social experience.(T)

5.Children's development usually follows a predictable order.(T)

6.Pointing is an early sign of communication.(F)

7.Passive vocabulary means words a child can say but not understand.(F)

8.Repetition and rhythm help babies learn language.(T)

9.Talking with babies helps brain development.(T)

10.Gesture is a form of non-verbal communication.(T)

11.Child-directed speech usually has a higher pitch and slower speed.(T)

12.Watching any TV program is helpful for babies' language learning.(F)

13.High-quality interaction at home supports language development.(T)

14.Language development does not change after the early years.(F)

15. At 4 years, questioning is at its peak.(T)

16.Learning new skills in childhood happens randomly, not in any order.(F)

17.Each stage of development is built on the one before it.(T)

18. By age 2, children's sentence word order is always correct.(F)

19.Language exposure during early years has no effect on future performance at school.(F)

20. At 9 months, babies may begin to recognize their own name.(T)

21. By age 4, children can tell long stories with events in order.

(T)

22. By 6 months, babbling begins.(T)

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Please leave messages for ten students in other students' padlets.

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Please leave messages for ten students in other students' padlets.

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Language Development Chart 01

Development-Growth&Evolution;Progress&Advancement;New Stage&Product;Creation/

Building

Determinant-

Determining Factor:

Education is a key determinant of success.

Language Development Chart 02

Discriminate-Discrimination/Discriminate between:No one has the right to discriminate against anyone;She can discriminate between good and bad wine.

Consonant:a e i o uvowel:b c d f g h j k l m n p q r s t v w x y z.

Language Development Chart 03

Rhymes(plural)-rhyme(noun/verb):noun-fan can man plan;verb-run fun spun.

Talking with babies 01 word

1.Gazing-looking at something or someone for a long time.

2.Signing-using hand movements to express words(like sign language).

3.Reciproca-in a way that shows give and take between two people.

4. Vocalization – making sounds with the voice.

5. Social interaction – talking, playing, or doing things with others.

6. Internal drive – a natural feeling that makes someone want to do something.

7. Facial expression – the look on someone’s face that shows feelings.

8. Tone of voice – how your voice sounds when you speak (happy, angry, etc.).

9. Shortened sentences – simple sentences with only a few words.

10. Repetitive – happening again and again.

11. Bonding – the close relationship that forms between people, like parent and baby.

12. Attachment – a strong emotional connection.

13. Gesture – a movement of the hand, arm, or head that shows meaning.

14. Quantity – how much of something.

15. Quality – how good something is.

16. Sensitive period – a special time when learning something is easier.

17. Neural connections – links between brain cells that help with learning.

18. Stimulation – things that help the brain grow and learn, like sound or touch.

19. Critical period – a short time when the brain is best able to learn something.

20. Plastic (brain plasticity)– able to change and grow easily (used for the

brain).

21.Responsive (adjective) – reacting quickly and with interest.

Create a web map from birth to five years

Birth

2-3weeks

6weeks Onward

1-2months

3months

4-5months

6months

9months

9-12months

12months

15months

21months

2years

2years 6months

3years

4years

5years

Talking with babies 02

1. Bonding – a close and loving connection between people, like parent and baby.

2. Attachment – a strong emotional tie between child and caregiver.

3. Gesture – movements like pointing, clapping, or waving to communicate.

4. Non-verbal communication – sharing messages without using words.

5. Receptive language – the ability to understand what others say.

6. Expressive language – the ability to speak or use words.

7. Contingency – when both baby and parent respond to each other during

communication.

8. Interaction – two people communicating or doing something together.

9. Meaningful interaction – real and helpful communication during everyday life.

10. Elaborated talking – using longer sentences and more details when talking.

11. Motherese / Child-directed speech (CDS) – the special way adults talk to

babies using simple, slow, and musical speech.

12. Pitch – how high or low a voice sounds.

13. Pace – how fast or slow someone talks.

14. Intonation – the rise and fall of the voice when speaking.

15. Home literacy environment – the reading and talking experiences children have at home.

16. Symbolic play – pretend play, like playing house or pretending to cook.

17. Reciprocal communication – back-and-forth talking where both people take turns.

18. Nursery rhymes – short and simple songs or poems for young children.

19. Active listening – carefully paying attention when someone is talking.

20. Focused listening – listening with attention and trying to understand.

TV and language development

Programs Supporting Children’s

Language Development

are age appropriate.