• Lack of Structured Instruction

• Difficult to Assess Progress

• Heavy Demands on Teachers

• Contextual Limitations

• Childhood diseases began to be understood as a distinct branch of medicine around 1901.

• A medical model of childhood was developed — focusing on measuring, monitoring, and managing children’s development.

• This approach also facilitated the understanding of language learning.

• Focused on the effects of different types of responses.

• Found that satisfying and gratifying responses were more effective in establishing behaviors.

• In learning behavior, positive reinforcement is more effective than punishment.

Behaviorist: B. F. Skinner (1904–1990)

• Developed the concept of operant conditioning — desired behaviors are reinforced.

• Learning steps should be small and connected to previous learning.

• Reinforcement should be frequent in early stages, then gradually become more intermittent as learning progresses.

• Demonstrated these ideas using experiments such as the Skinner Box (rat pressing a lever for food).

幼兒如何處理他們聽到的語言

1. Language is partly innate

• Some aspects of human knowledge and understanding-including language-are genetically determined.

• Everyone is born with the same basic potential to acquire language, and this potential develops into knowledge of the specific language(s) we are exposed to.

2. Language Acquisition Device (LAD)

• The internal capacity that enables language learning is called the Language Acquisition Device (LAD).

• The LAD helps us extract the rules of the languages) we hear and use those rules to produce sentences.

3. Nature of language learning

• Language learning is an autonomous, internal, and individual process.

• Language acquisition is understood as building communication from underlying grammatical rules.

語言構成了思想的基礎

• Emphasized the importance of the social world in children's development

• Language forms the basis of thought.

The development of thought is closely linked to a children's language ability.

This ability is dependent upon the socio-cultural context in which the child is acquiring and developing their language.

Jerome Bruner（1915-2016）

語言習得支援系統（LASS）

• A pioneer in cognitive psychology

• Cognitive learning theory

Language Acquisition Support

System (LASS)

1. Acquisition - 習得、獲得

2. Precursors - 前兆、先行條件

3. Egocentric speech - 自我中心語言

4. Verbal thinking- 語言思維

5. Linguistic determinism - 語言決定論

6. Phonemes- 音素

7. Syllables - 音節

8. Clauses - 子句

9.Dialogue- 對話

10.Child Study Movement-兒童研究運動

11.Paediatric medicine - 小兒醫學

12. Attachment theory - 依附理論

13.Behaviorism- 行為主義

14. Psychoanalysis - 精神分析

15.Cognitive development - 認知發展

16. Sensorimotor intelligence -感知運動智慧

17. Preoperational thinking- 前運思階段

18.Concrete operational thinking- 具體運思階段

19.Formal operational thinking- 形式運思階段

20.A Social Model of Childhood-兒童發展的社會模型

21. Positivist approach- 實證主義方法

22. Developmentalism- 發展論

23.Social-cultural approach- 社會文化取向

24. Relativist- 相對主義

Language Acquisition 02

1. Acquisition 獲得、習得的過程

2. Reinforcement 強化，加強

3. Stimulus刺激，促使某事發生的事物

4. Response 反應，回應

5. External 外部的，外來的

6. Passive 被動的，不主動參與的

7. Determine 決定，確定

8. Experimental 實驗性的，與研究或測試有關的

9. Utterance 言語表達，話語

10.Existence存在，實際存在的狀態

11.Conditioning 制約，透過刺激與獎懲來影響行為的學習方式

12.Eliciting 引出，誘發

13.Particular 特定的，特別的

14.Satisfying 令人滿意的，令人滿足的

15.Gratifying 令人高興的，令人滿足的

16.Effective 有效的，能夠達到預期效果的

17.Punishment 懲罰，處罰

18.Operant 操作式的，與行為學習有關的

19.Intermittent 間歇性的，時斷時續的

20.Progresses 進步，前進

1. Acquire 獲得，學習

2. Complex 複雜的，難理解的

3. Instruction 教導，指導

4. Reinforcement 強化，增強

5.Exposure 接觸，暴露於…之下

6. Universal 普遍的，適用於所有人的

7. Process 過程，步驟

8. Genetically 基因上，遺傳地

9. Potential 潛力，可能性

10.Abstract 提取，抽象化

11.Governing 管理的，統治的

12.Utterances 話語，言論

13.Autonomous 自主的，獨立運作的

14.Internal 內部的，內在的

15.Paradigm 典範，模式

16.Prevail 佔主導地位，流行

17.Empiricism 經驗主義，強調從經驗中獲得知識

18.Behaviorism 行為主義，研究行為如何影響學習的理論

19.Recursion 遞迴，重複運作的過程

20.Discipline 學科，專業領域

21.Cognitive 認知的，與思考或理解有關的

22.Linguistics 語言學，研究語言的學科

23.Philosophy 哲學，對知識與觀念的研究

24.Emphasis 強調，重視

25.Communicative 具有溝通功能的，與交流相關的

Language Acquisition 04

1. Approaches 做某事或思考某事的方法

2. Emphasizes 表示某事很重要

3. Preclude 阻止某事發生

4. Dependent 需要某人或某事才能運作或發生

5. Context 某事發生的情境或背景

6. Aspects 某事的不同部分或特徵

7. Articulate 清楚地說出或解釋某事

8. Patterns 重複出現的方式或形式

9.Unacceptable 不可以接受的；不被允許的

10.Colloquial 日常口語中使用的非正式用語

11.Indicate 顯示或指出某事

12.Vital 非常重要或必需的

13.Psychological development 一個人的心理和情緒成長變化

14.Cognition 思考與理解的能力

15.Cognitive 與思考和學習有關的

16.Utilization 使用某物

17.Engagement 參與某事

18.Socio-cultural context 一個人周圍的社會與文化環境

19.Interrelationship 兩個或多個事物之間的關聯

20.Innate 與生俱來的

21.Linguistic 與語言有關的

22.Constructing 建立或創造某事

23.Concepts 想法或觀念

24.Scaffold 在學習過程中提供階段性協助

Children's development has multiple determinants.

Children's development has a predictable sequence and direction.

(1)The sequence of children's development usually remains predictable regardless of the pace of progress.

(2)developmental patterns as similar rather than the same.

(3)Children's development also tends to follow a number of directional sequences.

Children's development is cumulative.

Children's development is is characterized by individual variation.

2-3weeks-eye contact

6weeks-cooing

1-2months-begin to discriminate between consonant sounds

3months-raise their head when sounds attract their attention

4-5months-playful sounds appear

6months-the beginning of babbling

9months-begin to recognize their own name

9-12months-imitate simple words

12months-pointing accompanied by a single word

• Children use their languages to name belongings and point out named objects.

• Children overextend words

21 Months

• Both passive and active vocabularies rapidly increase

• Sentences begin, initially as two-word phrases,

• Children begin asking questions usually, 'What?', 'Who?' etc.

2 Years

• Children can generalise words but this sometimes means they over-generalise

2 Years 6 Months

• Children can listen to stories and are interested in them.

3 Years

• Vocabulary develops rapidly; words are picked up quickly.

• Rhymes and melody are attractive to children.

4 Years

• Questioning is at its peak.

5 Years

• Information questions become more precise as children's cognitive skills develop.

• Children will offer opinions in discussion.

2.Ponting-指

3.nen-verbal-非口語

4.peak-高峰

5.randomly-隨機

6.physical-身體的

7.develop-發展

8.influence-影響

9.communication-溝通

10.vocabulary-語彙

11.repetition and rhythm-重複和節奏

12.interaction-互動

13.recognize-認可

14.exposure-曝光

15.new skills-新技能

16.built-建造的

17.program-程式

18.Child-directed-兒童導向

19.speech-演講

20.gesture-手勢

• Brain development is shaped by both nature (genes) and nurture (environment).

• Babies are born with great potential and a natural drive to learn.

• Post-birth experiences determine how much of this potential is developed.

Early Interaction and Brain Development

• The early years are sensitive or critical periods when the brain is most flexible.

• During this time, the brain is highly responsive to stimulation.

• Talking, singing, playing, and reading provide important sensory experiences.

• These activities help build neural connections in the brain.

• Early language exposure helps babies recognize language sounds.

• More language input = more neural connections = stronger language ability.

Critical Period

• A genetically determined stage when the brain is especially plastic.

• The brain is most receptive to specific environmental input.

• It is a window of opportunity for development.

• If learning does not happen during this period, it may be difficult or impossible later.

Reasons for Early Interaction

• There is a strong link between the quantity and quality of language input and children’s language development.

• Early interaction influences brain development.

• Early interaction supports bonding and attachment.

• Gestures play an important role in the development of spoken language.

Bonding and Attachment

• Talking and singing, eye contact, gazing, holding, and touching help build warm and responsive relationships.

• Attachment is an emotional bond between a child and a caregiver.

• It involves an exchange of comfort, care, and pleasure.

• Attachment Theory (Bowlby, 1953):
  

  • Caregivers who are available and responsive help children develop a sense of security.

Gesture

• Gesture is non-verbal communication, such as:
  

  • Pointing

  • Waving

  • Clapping

  • Whole-body movements

• Communicative gestures:
  

  • Are a good predictor of vocabulary size.

  • Predict the development of receptive and expressive language.

Parent–Baby Interaction

Ways to Support Communication and Language

• Use gestures.

• Provide meaningful interaction.

• Use an elaborated style of talking.

• Create a strong home literacy environment.

Meaningful Interaction

• Occurs in daily routines and events.

• Adults should:
  

  • Explain and elaborate on routines.

  • Ask questions.

  • Build shared understanding with the child.

Elaborated Style of Talking

• Combines interaction with detailed content.

• Positively impacts children’s language development.

• Key features:
  

  • Exaggerated speech

  • Clear intonation

  • Varied pitch

  • Slower pace

  • Expressive facial expressions

• 
  

Motherese / Child-Directed Speech (CDS)

• Speech style adults use with babies.

• Features

  • Simplified and repetitive language

  • Exaggerated intonation and rhythm

• CDS supports language development but is not essential for language acquisition.

Features of CDS (Saxton, 2010)

• Exaggerated intonation

• Higher pitch

• Slower speech

• Lengthened syllables

• Longer pauses

• Use of concrete, familiar words

• Important words placed at the end of sentences and emphasized

• Shortened sentences

Communication in Daycare (5G)

• Staff should:
  

  • Engage in meaningful, individual, focused, and reciprocal communication.

  • Plan time specifically for talking with babies.

  • Provide a language-rich and literate environment.

  • Offer play activities that encourage talk and communication.

• Language learning is a combination of genetic sensitivity and exposure to spoken language.

• Language acquisition develops through the interaction of genetic potential and social interaction.

Level and Quality of Interaction

• There is a strong relationship between the quantity and quality of language input and language development.

• Language acquisition and overall learning ability are closely related.

Hart and Risley (1995)

• Early language experiences strongly affect language development and later educational outcomes.

• Children grow up hearing very different amounts of language depending on their home environment.

• Homes with more talk provide richer language input.

• Parents who elaborate on their speech expose children to more complex and meaningful language.

Social Interaction and LASS

• Exposure alone is not enough for effective language acquisition.

• Children need active participation in communication.

• Social interaction provides Language Acquisition Support System (LASS).

• LASS helps children develop language through responsive and meaningful interaction.