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The core concept of holistic language methodology emphasizes the importance of children experiencing language comprehensively, rather than focusing solely on individual skills like pronunciation or grammar. Language learning should mimic the natural process children go through in daily life to speak and understand language. As an integrated whole, language is centered on meaning, authentic literature, language experiences, contextual learning, enjoyment of reading, and natural progression.

1. Holistic Language Exposure: Language is not just about learning letters or sounds, but about conveying meaning.

2. Authentic Literature: Use real stories, poetry, and articles, rather than artificially crafted word exercises, allowing children to appreciate the beauty and genuine function of language.

3. Language Experiences: Activities should be based on children's experiences and interests, helping them connect their life experiences with language.

4. Contextual Learning: Incorporate children's life experiences and interests into language activities, such as writing diaries, describing daily routines, discussions, and storytelling.

5. Enjoy Reading: Promote reading as a joyful activity to encourage children to read proactively out of fun and interest.

6. Natural Development: Language learning is a gradual, natural process. It is not rigidly following textbooks step by step; instead, children will naturally improve their skills through continuous exposure.

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Full language education

Nowadays, education in Taiwan is all in Chinese, which is also internationalized.

Early childhood education is very basic, no matter in which country.

How can language help us communicate and think? How to talk to people?

The part of language development-

Principles of children's language development

Crying-eyes and so on are all parts of language development.

The stages of language development of children in any country are very similar.

Although the languages are different, the development is similar.

Why is it important to talk to babies?

It is not more useful, but it will have the impact of direct follow-up quantity.

When communicating with babies, body and hands are very important.

Key reasons affecting children's language development

From the first perspective, will the family talk to him?

From the second angle, some children have special needs.

The third perspective 3C products will affect children's language development (controversial

Autism - Even if there are special children in the kindergarten, no matter what the situation is, they should be observed first and then discussed with the principal.

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Support children in reading books about real people or events, such as biographies and historical works.

Benefits:

Encourages children to read

Develops comprehension skills

Supports creativity and self-expression

Builds confidence

Enhances critical thinking

Considerations:

Neglects phonics

Not all learners are ideal

Difficult to assess progress

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Language enables us to communicate, think, learn to speak, listen, read, and write.

Structure of language: phoneme → syllable → phrase → clause → sentence → dialogue.

Language Acquisition and Development

1. Oral language

2. Literacy (recognizing words/characters)

3. Reading and writing

Influences on Child Development Research

1. The development of pediatrics

2. The child psychology movement

*experimentation 實驗

*The understanding of childhood disease as a branch of medicine (1901)

Skinner: Behaviorism

Bowlby: Attachment Theory

Freud: Psychoanalysis

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external=outside

internal=inside

Language learning is a process of stimulus and response.

Behaviorism: stimulus–response theory.

JB Watson (1878-1958) 古典制約

Believes that humans have no innate thinking ability — everything is learned.

EL Thorndike(1874-1949)操作制約

Believes that learning is a gradual process that requires positive feedback and praise.

Positive discipline: encouragement; remove things that cause discomfort.

When making mistakes or breaking rules: scolding; confiscation.

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Piaget (1896-1980): Cognitive Development

Sensorimotor intelligence 0-2 y

Preoperational thinking (2-7 y

Concrete operationa inking (7-11 y

Formal operational thinking 11yup

Children are shaped by different environments.

Language learning is a gradual, step-by-step process.

There are clear expectations for patterns and rates of development.

Children’s language reflects their social and cultural experiences.

Relativism, not absolutism.

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Noam Chomsky (1982

Believes that language learning comes from within.

The structure of the mind enables people to learn language.

Language is determined by genes.

All humans have the genetic ability to learn language.

Language learning is an independent, internal process that is different for each person.

genetically 基因

Language Acquisition Device (LAD)

autonomous 自主

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Lev Vygotsky (1896-1934

Emphasizes the interaction between people.

Social interaction is the starting point for language.

It is through others that one becomes oneself.

Language is important because it is the starting point of thought.

Jerome Bruner (1915-2016)

Language Acquisition Support System (LASS)

Language is a spontaneous and automatic process.

Language learning must be supported by capable individuals.

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Child Study Movement influence 兒童研究運動影響-Charles Darwin

LASS 語言習得支援系統-Jerome Bruner

Cognitive Development Stages 認知發展階段理論-Jean Piaget

Behaviorism 行為主義-B. F. Skinner

Classical Conditioning 古典制約理論-J.B. Watson

Social-cultural Theory 社會文化理論-Lev

Vygotsky

Universal Grammar 普遍語法-Noam Chomsky

Attachment Theory 依附理論-John Bowlby

Operant Conditioning操作制約理論-Positive rewards and learning behavior

Authentic materials 真實教材-Whole Language Approach 整體語言教學法

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1.Relativist 相對主義者： A relativist is a person who believes that truth, knowledge, and values are not absolute, but depend on context such as culture, situation, or personal perspective.

2.definitive 最終的；決定性的；確鑿的: Definitive means final, authoritative, and most reliable, representing the most complete and conclusive form of something.

3.passive 被動的；消極的:Passive means not actively taking action

4.explanations解釋；說明：Explanations are statements that make something clear by describing the reasons, details, or processes behind it, often using examples to help understanding.

5.language behavior 語言行為：Language behavior refers to how people use language in communication, including speaking, listening, reading, and writing, as well as the choices they make in words, tone, and structure depending on the situation.

6.dynamic 有活力的；不斷變化的；動態的: Dynamic means active, energetic, and constantly changing or developing.

It describes something full of movement or continuous progress.

7.utterances 話語: An utterance is any spoken unit of language, such as a word, phrase, or full sentence, produced by a speaker in a real situation.

8.establishing 建立；創立: Establishing means creating, setting up, or making something firm or officially recognized, such as forming an organization, starting a relationship, or confirming a fact.

9.dispenser 分配器: A dispenser is a device or person that provides or distributes something, such as a machine that dispenses drinks, medicine, or other items.

10.autonomous 自主的: Autonomous means capable of acting independently, self-governing, or not controlled by outside forces.

11.universal 普遍的：Universal means applicable to everyone or everything, without exceptions or limitations, common across all cultures, places, or situations.

12.inheritance繼承；遺傳：The transmission of genetic traits from parents to offspring (biological context).

13.colloquial口語的：Colloquial describes language that is informal, conversational, and used in everyday speech rather than in formal writing or speech.

14.utilization 利用: Utilization means the act of making use of something effectively, such as resources, tools, time, or skills, to achieve a goal.

15.emphasizes強調：Emphasizes means to give special importance or attention to something, highlighting it so that it stands out or is clearly noticed.

16.interrelationship 相互關係：Interrelationship refers to the mutual connection or influence between two or more things, where each affects or depends on the others.

17.acquiring獲得：Acquiring means gaining, obtaining, or learning something, such as knowledge, skills, assets, or abilities, through effort, experience, or study.

18.predictable可預測的：Predictable means able to be foreseen or expected, where the outcome or behavior is not surprising.

19.scaffold  支架；支架式教學：In education, a support provided by teachers to help students learn new concepts until they can do it independently.

20.concepts概念；觀念：Concepts are abstract ideas or general notions that represent understanding of things, phenomena, or ideas, serving as basic units for thinking, reasoning, and communication.

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Tomatillo（2003

Intention Reading

9-12months of age

他們的手勢沒有語言

Intention Reading Skills

開始都用在有基礎的地方

分辨能力強

Pattern Finding Skills

每個小孩的具備Intention Reading + Pattern Finding= to enable children to construct grammatical structures through communicative interactions and utterances

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1. Holistic 整體的

2. Genetic imperative 基因指導

3. Sequence 發展順序

4. Direction 發展方向

5. Cumulative 累積的

6. Variation 差異

7. Aptitude 天賦

8. Interplay 互動作用

9. Involuntary 非自願的

10. Presence 出現

11. Consonant 子音

12. Syllable 音節

13. Generalise（v) 概括使用

14. Rhymes 押韻的詞

15. Narrate 敘述

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Infants respond to communication through stillness, listening, gazing, whole-body movements, and vocalizations.

Social interaction helps children learn and develop spoken language more easily.

Talking with infants supports the development of communication and language skills and forms the foundation for later social participation.

Hart & Risley (1995)

Children’s language reflects the amount of language they are exposed to early in life.

Silva et al. (2003)

What parents do is more important than who they are.

EppE(2003)

Parent–child interactions promote development.

Infants and young children are in a sensitive/critical period of development, during which the brain is highly plastic and most responsive to stimulation.

Talking, singing, playing, and reading provide essential sensory stimulation and support learning.

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The quality and quantity of speech used with young children must be closely related to support language development. According to Tomasello’s usage-based theory (2003), children learn language through everyday interactions, and gestures are often the starting point of language learning.

Language develops through reciprocal interactions between infants and parents. Both parents and infants give cues and respond to each other, with parents following the child’s focus to guide learning. When mothers interact more with their children, children gain more learning opportunities.

Developing communication skills includes meaningful interaction, appropriate speech styles, and a rich literacy environment. Interactions with infants should involve explaining and asking questions to build shared understanding.

Child-directed speech (CDS), or “motherese,” is not essential but acts as a catalyst for language learning. It includes exaggerated intonation, higher pitch, elongated sounds, pauses, concrete vocabulary, and shorter sentences.

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mind map&test

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Close (2004)

Children aged 2–5 years may watch age-appropriate educational programs:

1. High quality

2. Educational content

3. Age appropriate

Exposure to adult programs can negatively affect children’s language development.

Children should not watch the same content repeatedly. Effective programs should:

1. Include new and familiar vocabulary

2. Be interactive, which supports development

3. Provide minimal stimulation

4. Balance new and familiar words, while using some advanced language

5. Encourage learning through songs, rhythm, and questions