- Sep 2017
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languagedev.wikispaces.com languagedev.wikispaces.comOtto Ch2.pdf36
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The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.
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The nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture."
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Several different perspectives have been proposed as theoretical bases for more fully understanding language development. These perspectives have varied in the ways they believe nature and nurture influence language developmonl.
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A child is considered lo be a "blank slate" (Karmiloff & Karmiloff-Smilh, 2001), and loaming occurs due to associations established between stim-uli, responses, and events that occur after tho response behavior.
I love this! Children are considered to be blank slates. Children's minds are so absorbent. John Locke proposed this idea, and that they are taught through experiences. And, following this quote it talks about children being taught through situations and are encouraged to imitate others. This is also another reason to why it is so important to talk/ communicate with children.This stimulates their brains, and they can hear our responses and be able to talk more themselves.
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a wide range of children's literature should bo road lo children so thnl L1iey can .develop and test hypotheses about how language is used Lo communicate.
This could be how a child develops the different language needed to talk to a teacher or parent vs talking to a friend.
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The ability to learn language is a quality of the human species because humans obviously are not designed to acquire one language over another. Healthy infants are able "lo learn any of the world's 3,000 languages" (Rushton, Eitelgeorge, & Zickafoose, 2003, p. 13).
This might be the reason why many people believe that it is better to teach a child different languages when they are young rather than waiting until they are older. Do we really loose this ability to learn any of the languages as we get older?
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The ability to learn language is a quality of the human species because humans obviously are not designed to acquire one language over another.
this is evident in the fact that not one language is a dominate language in the world and that many people can be bilingual, trilingual, etc.
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For example, when an infonl is making sounds while in the presence of a par-ent and says "ma-ma," the parent may rush to tho infant, show signs of delight, and say, "Oh, you said 'ma-ma'!" This positive response from the parent increases the chances that the infant will repeal those sounds. Likewise, speech that elicils no response or is ignored is less likely to be repeated.
We usually express our thoughts to others and we know that people understand us if they react a certain way. It's a neat idea that we learn language through how people react to what we say.
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This process is sometimes referred to as hypothesis testing. Children test their hypotheses or sets of assumptions of how language is spoken, arliculnted, used, and manipulated.
This is a really neat concept of how children affect language. I think language changes over time and it's neat how children test what works and what doesn't.
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Healthy infants are able "lo learn any of the world's 3,000 languages"
I feel like when I read stuff like this, I think that nurture has just as much impact on how someone will develop the ability to communicate as nature does. Even if babies are able to speak 3,000 different languages, they will speak whatever language they grow up around. It's not programmed in their minds.
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A comprehensive theory of language development would need lo consider linguistic complexities and address each of the five aspects of language knowledge.
Again, this shows the importance of the five types of language knowledge that we'll learn in class. It's neat to see this connect.
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34 m Chapter 2 The zone of proximal development refers lo the difference between what a child can accomplish alone and what he can accomplish with an adult's (or more capable peer's) mediation or assistance.
This past summer I interned at gibbes museum of art for a summer camp and this is something I noticed a lot with the younger group at the camp. If a sat at the table to give them step by step instructions they did much better with the projects then if i explained it to the class and just walked around the room
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long-standing debate about the roles of nature and nurture in influencing an individual's develo
We have also been discussing this in my Human Growth and Development class. It seems that there is a mixture of each in all aspects of a child's development. For example, obesity, diet and activeness have an affect on it, but our genes do as well.
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Within routines, children experience each of the five aspects of language knowl-edge: phonological, semantic, syntaclic, morphemic, and pragmatic.
Why routines at home are so important for children
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com-munication loop, a circular or cycle-like sharing and exchanging of tho roles of speaker and listener
communication loop definition
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Patterns of Interaction-Overview • Eye contact and sh~red reference • Communlcatlon loop • Child-directed speech • Verbal mapping • Questioning • Linguistic scaffolding • Mediation
The 7 patterns of Interaction
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The intoractionist porspective encourages teachers to focus on providing many social interactions in which oral and written language are used.
I agree here and believe this is very important for teachers. The previous chapter stressed how children need a wide range of language competencies, and teachers need to expose children to as many as appropriate and possible so they will be prepared for a variety of social interactions.
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ondition Immersion Demonstration Engagement Expectations Responsibility Approximations Employment Response Description Child is surrounded by language used by others. Child witnesses how language ls used by others for specific purposes. Child is encouraged to participate in language interactions. Beginning in infancy, adults and siblings address child expecting a response. Child creates message in response to language of others. Child's early forms of speech are accepted as "real communication" by others. Child is given opportunities lo "try out" his/her developing language competencies. Child receives feedback on their use of language to communicate. Example At home, the child hears conversations of family members throughout the day. At the family dinner table, the child hears a request to pass the salad and listens to a sibling tell about her day at school. During storybook sharing, the child Is encouraged lo name the objects pictured in the book. At snack lime, the parent asks the child if he wants a graham cracker or a cheese cracker and waits for the child to respond. When her mother says, "it's really chilly today,n the child responds, "What does chilly mean?" When the child is asked if he wants some juice, the child responds "ju-Ju". This Is accepted by the parent as "Yes, I want juice." During a family mealtime, the child is encouraged to tell about his experiences while playing at the park earlier that day. While on a walk, the child sees a small, fluffy dog, and calls ii a kitty. His mother says, "Oh, it's a small dog, not a kitty. See it does·not have a long, fluffy tall like a kitten."
Summary of conditions
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Teachers who follow a behaviorist perspectivo would focus on the stimuli and reinforcements that children experience in regard lo language use.
It's almost scary how easily children can be conditioned and how much trust is given to teachers in regards to our children. As teachers, it's very important to make sure we are both conditioning the right things and using it in the correct way.
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While the behaviorist porspoclive does explain how some words and phrases are learned, il does nol provide a complete explanation for lhe development of other language competencies.
My thoughts exactly. It shows how vocabulary is grown but doesn't show how language is developed.
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A child is considered lo be a "blank slate" (Karmiloff & Karmiloff-Smilh, 2001), and loaming occurs due to associations established between stim-uli, responses, and events that occur after tho response behavior.
The behaviorist perspective.
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teachers would implement a curriculum that recognizes the importance of the development of specific cognitive mechanisms as precursors lo the onset of language, such as object permanence and symbolic representation.
Why cognitive developement is important to teachers
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the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language
Good description of the nativist perspective
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The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.
One theoretical perspective. I think this is important to understand as a base for what nature contributes to language development before we can see and understand how nurture can change this base.
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Communication loops, shared reference, CDS, verbal mapping, queslioning, linguistic scaffolding. and mediation all facilitate language development. Through these pnlterns of interaction, children's language clevolopment is enhanced. These inleraction patterns are present in home, community, and school settings, although there may be some modifications due lo the child's level of development and the interaction style of the adults or older children in the environment.
How the development of language is enhanced.
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The human brain appears to bo "prewired" for the development of language (Anderson & Lightfoot, 2002; Chomsky, 2002; Eliot, 1999; Obler & Gjerlow, 1999; Pinker, 1994). As specific regions of the human brain mature, language develop-ment occurs. This maturation begins in the womb as the fetus develops. This sols the stage for later complex development of tho neural connections in the brain that are involved in receiving and producing language. In addition lo brain maturation, 8 critical requirement for language development is that il needs to occm in onviron· ments where language is used in social interaction. In this way, bolh nature and nurture are involved in language development.
How nature and nurture both play apart. Maturation begins in the womb before the baby is even exposed to the world. once born, the environment in which the infant is exposed to will help with language development.
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Theoretical Perspectives nnd Contexts of Language Develop1nent ;1~ 37 TABLE2.2 cambourne's Conditions Supporting Oral Language Development
Great table explaining the 8 conditions of oral language development.
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The difference between what a child can accomplish alone and whal she can accomplish with an adult's (or more capable peer's) mediation or assistance is termed Lhe zone of proximal development (Vygotsky, 1978). What a child accomplishes independently is her developmental level. For example, the zone of p
Developmental level
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Thus, language is "taught" through situations in which children are encouraged to imilato others' speech and to devolop associations between verbal stimuli (i.e., words) and objects
Very similar to Piaget's view in my opinion.
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According lo Piaget, lhe second stage of cognitive development is the preopera-tional stage. This stage begins al about 2 years of age and extends to about 7 years of nge. Children in this stage "begin to represent the world with words, images, and drawings" (Santrock. 2001, p. 36). Piaget (1955) considered children's initial speech to be egocentric, focused on their own perceptions, which may reflect distorted perceptions or relations. Gradually, as children develop cognitively, their speech becomes socialized, or reflective of more logical thinking
Second stage of cognitive development according to Piaget, Gaining knowledge of the world through words and images, children can develop more logical thinking.
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28 m Chnpter 2 extensive opportunities for children lo explore language and engage in hypothesis testing of their developing knowledge of language. By ha\'ing opportunities to use and explore language in both its oral and wrillon forms, a child's LAD is activated, resulling in his discovery of the strncturo of his language (syntactic and morphemic knowledge). For example, a wide range of children's literature should bo road lo children so thnl L1iey can .develop and test hypotheses about how language is used Lo communicate. Opportunities lo draw nnd write encourage children lo communicate f)nd create meaning based on their ideas of how language works. Cognitive Developmental Perspective The cognitive developmental perspective is based on the work of Jean Pingel (1955). The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop. Whereas the nalivisl perspective emphasizes the inborn language mechanism, the cognitive developmental perspective assumes that cognitive development is a "prerequisite nnd foundation for language learn-ing" (Karmiloff & Karmiloff-Smith, 200'1, p. 5}. This perspective also proposes that a child learns language by using the same mechanisms as for other learning. Thus, there is no unique language mechanism. The close relation between cognitive devel-opment and language is based on the beliof that. for language lo develop, specific cognilivo growth must occur first.
Cognitive development perspective of Piaget. -As one matures an understanding of language develops.
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a wide range of children's literature should bo road lo children so thnl L1iey can .develop and test hypotheses about how language is used Lo communicate. Opportunities lo draw nnd write encourage children lo communicate f)nd create meaning based on their ideas of how language works.
How a teacher would encourage the nativist perspective for early childhood classroom.
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Children ore not taught language: rather, "children actually reinvent it, generation after gen-eration" (Pinker, 1994, p. 32), Children are active participants in their language development. In a sense, children teach themselves language. Through the acquisi-tion process, children construct their knowledge of the ways language is used nnd manipulated.
Chomsky's and Pinker's views of nature; Language is not taught, it is a biological instinct that is passed down and reinvented from one generation to the next.
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Opportunities lo draw nnd write encourage children lo communicate f)nd create meaning based on their ideas of how language works.
I think this is why children gain a lot from responding to a story they have just read and giving them the opportunity to realte themselves to the story. By either asking them to respond with a drawing or even an oral report, it gives them the further opportunity to take in the language and use their own.
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Chomsky con-tends that all people inherently have the capacity to acquire language due lo cogni-tive structures that process language differently from other stimuli.
This is evident due to the fact that all humans communicate in one way or another with others, no matter what the language. It is in our nature to speak.
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"Language is a biological adaptation lo communicate information ... language is the product of a well-engineered biologi-cal instinct"
This makes me think of the "survival of the fittest." Over time nature could have adapted and improved language to better survive and that trait kept getting passed down. Although I agree that it is in our genetics, I think without nurture we would not be able to foster this ability.
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- Aug 2017
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languagedev.wikispaces.com languagedev.wikispaces.comOtto Ch2.pdf30
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The nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture." By understanding the contributions of each theory, teachers will better understand the process of language development and will be better able to facilitate language development in their classrooms.
this is important for understanding the development of language because it is reiterating how there are many different ways to look at it whether it be to focus on nature or focus on nurture.
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The most effec· live scaffolding promotes the highest level of functioning with the lowest level of support.
Have the student try & make mistakes while you aid them. Do not just say "you can do it" & then give them the answer.
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This perspective contends that children acquire language through their attempts to communicate with the world around them.
I thought this was Piaget's belief, but how is that possible if Piaget believes children are born "preprogrammed."
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Thus, language is "taught" through situations in which children are encouraged to imilato others' speech and to devolop associations between verbal stimuli (i.e., words) and objects
I agree with this. What I am confused about is that I inferred Piaget to be suggesting this same idea, which can not be right since Piaget believes children our born with certain abilities/inabilities.
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The nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture."
nativist & cognitive focuses on the child being "preprogrammed" @ birth while behaviorist & interactionist focus on the child being born w/ a "blank slate"
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An early childhood classroom teacher has a crilical role in establishing a learning environment in which the language conlexls provide opporlunilies for children lo continue developing their language competencies.
I love that we will have the opportunity to be such a huge role in a child's life! It's important to have classroom activities where every child can talk and maybe even introduce new languages.
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"prewired"
Is languae development the only prewiring to our blank slate status as a new born??
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thus their language development is impaired.
Although unable to porduce or observe an oral language, sign language has been proven to aide a student and prevent that underdevelopment. Children need this language during the first 5 years of life.
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The close relation between cognitive devel-opment and language is based on the beliof that. for language lo develop, specific cognilivo growth must occur first.
Does this include growth of alll language that are being learned? Must a student reacha level in all language before being able to use it?
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Pinker concluded that it must come from human biological instinct rather than from the existence of the culture.
Language is in a human's natural instinct but the use and development of that language comes through nurture. Nature vs/ Nuture goes hand and hand. Cannot have one without the other.
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While no one the-ory provides a complete and irref utablc explanation of language development, each theory contributes significant ideas and concepts, which over Lime have clarified our awareness of the ways language develops.
This aligns with the debate of nature v. nuture, and how it differs for each individual person. There is not one strong theme of nature or nuture in the development of children but rather a mixture of the two. This makes sense that there are several ideas that contribute to language development.
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Each of these factors contribute to the context in which language develops.
Parents who work a lot might not be around as much to expose their children to language and these kids might have a harder time learning.
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Linguistic scaffolding involves supporting children's speech by recognizing their linguistic capabilities and assisting them in building a conversation.
Once again, they need to feel comfortable enough to speak while still being pushed to learn.
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Because this speech is ,often in Lhe form of phrases or single words, il is referred to here as "ullerances" rather than sentences,
Might it be better for children to learn adult speak even if it is at a slower pace? Can this create bad habits?
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The communication loop is severed whenever one of the participants fails to continue participating, either by not listening lo the speaker or not responding as a speaker.
Creates repetition and structure for communication. Almost like taking turns so kids don't just ramble forever or never speak
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Wernicke's area,
for speech UNDERSTANDING
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Broca's area
for speech PRODUCTION
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Harris (1990) pointed out that the success of these scaffolded conversations depends on the adult's sensi-tivity Lo and interpretation of the child's communicative attempt.
Shows how attentive teachers need to be especially in early childhood to the child's attempts at communication. Their reactions and reinforcements mean a lot.
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For a person to write, a message must be cognitively encoded in a writing system, and the muscles of the hand must be coor-dinated to produce the appropriate written symbols.
Just like in the brain... writing can be referred to as encoding and reading is like decoding.
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Not only does the concept of the zone of proximal development provide us with an idea of development to come, but it emphasizes the crucial role of adults in chil-dren's development of language.
Kids have to have a balance between comfortable and uncomfortable in order to be both brave enough to try and challenged enough to learn.
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Positive reinforce· ment may come from the excited response of parents to thoir child's verbal attempts.
Much more effective to use this rather than punishment after a student does a good job or does what he/she was supposed to do.
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Positive reinforcomenls using attention and approval would be given lo encourage children lo interact using language.
Attention and disapproval could also encourage children to use certain language. For example, children might curse because of the reactions they get from adults.
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One of the distinguishing features of concepts and schemata is that they reflect experience broader Umn that of the individual person.
People use prior knowledge to make connections and broaden their schemata.
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It is very important as an educator to understand the different approaches to learning languages, as no two students are the same.
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I recently took a psychology of how the brain works, and it is very interesting to see how humans take the information we are given and translate it into something we can understand.
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These perspectives have varied in the ways they believe nature and nurture influence language developmonl.
Nature and nurture were a main topic in this article. Nature and nurture play a large part in the development of a child's language. Looking at the different approaches and how we can use them in the classroom, gives us a better understanding of how some students' brains are wired.
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For "language" to exist, Piaget contended, the "capacity for mental represen· talion must be present"
Language is more than sounds, it is the representation and comprehension of ideas.
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While languages may differ dramatically with respect to linguistic features, the development and use of language in all cultures is universal.
Is communication among animals considered a language?
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people inherently have the capacity to acquire language
Just because a person is born with language skills, does not mean it is totally innate. It still requires learning.
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Is a child a "blank slate" at birth, and do the experiences or "nurture" provided in the envi-ronment predominantly determine language development'! Or is the child already "preprogrammed" for language develo11ment in such a way that heredity and matu-ration are the major influences, with experience and context exerting only limited influence'
I'm actually learning about this is another class right now, I've learned that it is about 40% nature or hereditary but the rest comes from the world around you. You'll have students with learning disorders you simply cant change, but you'll have students that maybe hate math and you can make it fun for them.
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languagedev.wikispaces.com languagedev.wikispaces.comOtto Ch1.pdf97
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A semanlic_nelwork, or schema, develops when a child_begins_JQ_ see the relations between concept~.
when a semantic network develops
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The development of semantic knowledge is closely Lied Lo the develop-ment of con~pJual knowled~(V
where it is tied to
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Initially, a child's knowledge of the aspects or componenls of language will be only receptive. This means the child will perceive the specific characteristics of lan-guage but will not be able to produce language that demonstrates this knowledge.
this is important to know in order to understand how language can be receptive
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Languag"a'is essential to society. It forms the foundation of our perceptions, com-municntion!f and daily interactions.
The success of language development for each and every student is vital.
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This text differs from other language development texts in ils attention to lan8!!Q.@_ a~municg_li9Il..!J!!.J1er than a fo_cus on spi3_e.ch_pro_ctu<1tion ~nd..th~_.de.v.elopment of articulation. This approach recognizes that language is a medium of communi-cation with others and within us.
**language development focused around communication communication
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You will be talking with children as they interact in your classroom, engaging in the learning activilies you provide. As you read books to and with children, you will introduce the children to written lan-guage. ·when you create classroom posters and other displays involving print, you are showing children how written language can be used to communicate.
Talking, reading to, activities, and displays all influence language development. It is important to have all facets in order to reach all learning types on different levels.
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For example, in English, adjec-tives immediately precede the nouns they modify: "The beautiful flower was on the table," not "The flower beautiful was on the table." When children are learning lo speak English, their awareness of the position of adjectives relative lo the nouns they modify is evident even in their two-word ullerances: "big ball," "blue car." This occurs long before children can consciously identify adjectives and the words they
This is an important barrier when it comes to ESL courses and children learning English as a second language. Syntax changes depending on the language and it's important for teachers to pay specific attention to it during their classes.
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How phonological knowledge develops.
Describes the importance of phonics. The most basic building block to reading, writing, and language development.
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Language is acquirod through knowledgo and awareness of the phonologico semantic, syntaclic, morphemic, and pragmatic aspects of both oral and written Jar guage.
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Listening and reading nre receptive in nature-receiving and comprehending a message createc:ruy anolller orally (i.e., listening) or in written language (i.e., reading). On the other hand, s.peak-0,g and writin~expressive in nature.
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Pmgmnlic knowledge involves the .. kno~g~ ,?£~~~re~s~a\~t of_the communication and how language is used to achieve that intent.
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Children's communicative competencies involve both receptive and expressive language. Receptive language refers lo a child's comprehension of wore!§ (oral or written): when a specific word is used, the child knows what it refers to or represents. Expressive language refers lo a child's production of language lo communicate. This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech
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Learning to distinguish between similar-sounding words, such as can and car, is facilitated by the different ways in which those two words are used in meaningful contexts.
Development in the classroom should introduce vocabulary and advanced rhetoric with not only examples on the board, but usage by the teacher and the classroom itself. Apply the knowledge taught in an every day setting.
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This means the child will perceive the specific characteristics of lan-guage but will not be able to produce language that demonstrates this knowledge.
We see this in Early Childhood often when infants will nod or shake their head but unable to reply to what an adult has said with anything more than babbling.
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Receptive language refers lo a child's comprehension of wore!§ (oral or written): when a specific word is used, the child knows what it refers to or represents. Expressive language refers lo a child's production of language lo communicate.
Receptive vs. expressive differ from what the child can understand vs. what the child can produce themselves
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Children's wordplay in rhyming games is an indicator of U1eir early metalinguistic phonological knowledge.
rhyming games help indicate a childs metalinguistic phonlogical knowledge
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Written language uses aifferenl vocabu-lar, and a more comple~ worg__order or syn~
written language tends to be more strict than oral language
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Listening is a critical receptive language skill because listening is necessary to "receive language.
listening is just as important as being able to communicate. receiving language= giving language
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Rather, how children scored in kindergarten indicated how tl10y might score in elementary school and junior high.
kindergarten and elementary years are the fundamental years. without the basics the student will fall behind more quickly and easily.
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morphemes
morphemes indicate plurality, past tense, future tense, singularity, possession, make comparisons. Morphemes can be used to indicate someones language proficiency. If someone can speak using morphemes correctly can mean that they are an effective language user.
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Morphemic Knowledg
morphemic= word structure -MORPHing words to create slightly different meanings and fit into different sentences
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Syntactic Knowledg
Syntactic= how to combine words to create meaningful expressions.<br> Syntactics= tactically combing words to create a phrase or meaningful sentence
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Semantic Knowledg
Semantic= meaning of word
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A teaclie?s awareness of levels of language knowledge is important in determin-ing the developmental appropriateness of lnnguago-relaled tasks in early childhood classrooms. Teachers of young children need to structure their learning activities to involve both linguistic and metalinguistic knowledge;
I was able to see the varying levels of students linguistic and metalinguistic knowledge in a preschool. The teacher was very aware of the differing levels and made a point to give the kids who did not grasp the concept as quickly time in order to think it through instead of letting the same kids answer every time which I learned was very important.
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trosodic_I.eatures are also com· municated in sign language, through facial expression, body osture, and rhythmic signing
prosodic features do not rely on sound, they rely on emotion
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Prosodic features.
Prosodic: when sounds add meaning Prosodic= pro(perties) of sounds used to add excitement, boredom, dread or turn a statement into a question
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Phonological Knowledg
Phonological = Sound Use a phone to hear sounds
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dynamic ono,
receptive language and expressive language work together
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Receptive language refers lo a child's comprehension of wore!§ (oral or written): when a specific word is used, the child knows what it refers to or represents. Expressive language refers lo a child's production of language lo communicate. This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech sounds.
Can receptive language occur without words? If a child knows what something is and is called can they have mastered receptive language without actually being able to speak?
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The inability to participate successfully inn conversation or the inability to clearly articulate the sounds in words may decrease the likelihood that other children will attempt to speak or play with them.
I have had experience with a 4 year old in a classroom setting who would very rarely talk. I thought she was unable to speak but then found out she had selective mutism. After this experience I realized how important it is as a teacher to recognize when a student isn't talking due physical speech inability rather than social reasons. This part of the text made me realize that no matter what reason lack of communication can really have a negative impact on a child's emotional, intellectual, and social growth.
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Children's ability to urticulnle and cliscriminato different sounds and words when using language lo communicnle rnprosonts their Ii nguislic Jovel of phonological knowledge. Similarly. childrnn's ability to corn pa ohond tho semantic meanings of others' spoech and to croato their own moan-i ngf ul spooch rnpresenls their linguistic level of semantic knowledge. Tho linguistic lovol or syntactic knowledge is evident us children aro ablo lo express Lhoir icloas in a form thal is grammnlically appropriate Lo their dialect or language. Morphemic knowl· odgo at tho linguistic lovol is ovidonl when a child can use appropriate plural forms of 11m111s or use prefixos and suffixos. Tho linguistic level or pragmatic knowledge is clem-onstratod by a child's use of "ploaso" and "thank you" iu social situations.
summary or easier way to define the five aspects of language knowledge by using examples
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Describe the range of language competencies needed by children • Explain each of the five aspects of language knowledge ? • Distinguish between the three levels of language knowledge ' • Identify the receptive and expressive modes of oral and written language • Explain the critical role of children's oral language competencies in school settings
checkpoints
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To be able lo function successfully in a society and its culture (and subcultures), children need lo develop a wide range of language competencies. Nol only do chil-dren need lo acquire an oral language, they need lo be able to use that language effectively in a variety of sellings.
This is extremely important in multicultural situations, i.e for teachers who plan on teaching abroad. Children need to understand their own language first before being able to begin to comprehend a foreign one.
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Learning to distinguish between similar-sounding words, such as can and car, is facilitated by the different ways in which those two words are used in meaningful contexts.
Understanding the meaning of the work and therefore distinguishing the differences in sounds
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There is no one standard of communicative competency that teachers should encourage children to attain. Insload, it is important for teachers to recognize that children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos.
This shines light on the importance and seriousness of a teacher's role in the lives of his/her students. I find it so crucial that the root of teachers goals is too create a well rounded competent student that can thrive on their own. Lately teachers have been caught up in the pressure of teaching to the test but what we teach goes far beyond the test and students need far more information and skill sets then "the test" can evaluate.
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Oral language development and written language development are interrelated processes that culminate in children's communicative com~encies. Languag"a'is essential to society. It forms the foundation of our perceptions, com-municntion!f and daily interactions.
This is why language is so important today and why it needs to be introduced so early. It is the fundamental building block in our early years so that we are able to expand, grow, and learn.
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Oral language development and written language development are interrelated processes that culminate in children's communicative com~encies.
I feel like this quote is important for all of the future educators in our classroom, to understand that there is a relationship between the processes of oral language development and written language development
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anguag"a'is essential to society. It forms the foundation of our perceptions, com-municntion!f and daily interactions.
Learning language isn't just about helping kids to read and write. It's about helping them be a competent member of society who can communicate their thoughts clearly.
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Differences between languages may be problematic for second language learners because syntax varies from language to language.
Being sensitive to differences between language is crucial because second language learners are looking to teachers to set the tone for their language learning experience. As someone who had to learn a second language (for school), you begin to see how hard learning a different language is and can see it from a student's point of view
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Overgeneralization decreases as language development proceeds and as children have opportunities to interact with adults and older siblings who have acquired more complete morphe-mic owledge.
This statement shows the importance of communicating with adults or those with a greater understanding of language. It gives a lot of responsibility to the primary caregivers of young children who must ensure that they are communicating efficiently and effectively with their kids.
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Through lan-guage, we represent the world and l.oarn about the world.
how important language, written and oral, is and as future educators, we are responsible to understand this importance so we can effectively teach language & its many aspects and significance to our students.
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Each language system has rules
Each language has a set of rules but it is not always the same as another language. Many times language systems will have similarities but also differences that are important to keep language systems separate.
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some words have related meanings but are used in dif-ferent ways in speech and in written language and have different word structure
It is interesting to see the grammar skills that develop so early
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In every language, some speech sounds are more important than others. Gradually, young children learn to discriminate and produce the speech sounds that are found in their home language.
This sounds like what we call slang.
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When children are acquiring language, they are developing five different aspects, or components, oflanguage knowledge: phonological, semantic, syntactic, morphemic, and pragmatic.
Important to know and keep in mind each individual child's level while learning.
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To be able lo function successfully in a society and its culture (and subcultures), children need lo develop a wide range of language competencies. Nol only do chil-dren need lo acquire an oral language, they need lo be able to use that language effectively in a variety of sellings.
This is true in many ways but it does not always mean it is the only way for one to succeed. In many ways, children need to be submerged in a different language or society in order to learn and function in society.
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There is no one standard of communicative competency that teachers should encourage children to attain. Insload, it is important for teachers to recognize that children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos.
This allows all students to grasp the concept of effective communication. By teaching students a variety of communication methods, the students will begin to understand that they must use multiple forms of communication in order to have effective communication.
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·when you create classroom posters and other displays involving print, you are showing children how written language can be used to communicate. Through these interactions, you will have a significant influence on children's language development. As you prepare for your role as an early childhood professional, it is important that you acquire knowledge of how children develop language competen-cies.
This can be a tough area for many teachers as you must really know your classroom well. In order to be successful you must be aware of your surroundings and each individual to influence each student.
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TABLE 1.2 levels of Language Knowledge Level I. linguistic Knowledge II. Metalinguistic Knowledge Ill. Verbalization of Metalinguistic Knowledge FIGURE 1.4 Definition Knowledge of how to use language to communicate Conscious awareness of specific features of language Can verbally respond to questions about specific language features Typical Age of First Evidence Toddlers and preschoolers Preschool and kindergarten late kindergarten and primary Developmental Progression of Three Levels of language Knowledge Level Ill: Verballzalfon of Metalinguistic Knowledge Level II: Metalinguistic Knowledge Level I: Linguistic Knowledge Example Beginning to use language effectively to communicate needs and Intents Begins to focus on and manipulate specific sounds In rhyming games or to notice how alphabet letters represent sounds; "Oh, there's a J. That's my name, Jon." Can explain how cup and pup sound alike
It's important to understand the levels of language knowledge and the relationship between the age that is typically derives from. Every children learn at their own pace, but this chart definitely sets a standard for when children began to form 3 different levels of knowledge.
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Children's development of phonologi-cal knowledge is foslered by their perceptual ability to distinguish sounds and also by the ways in which language is used around them.
This is crucial because some children may have difficulty pronouncing words due to the language that is used around them. For example, if someone has an asian mother who lived in Asia her whole live, his phonological knowledge may be different from his classmates due to the fact that the language that was used throughout his life was different than his classmates.
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It is highly stressed that children need to be able to use language in their lives not only to learn how to read, but to communicate. The more language that children can retain, the more they are able to participate in various events and activities.
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Languag"a'is essential to society. It forms the foundation of our perceptions, com-municntion!f and daily interactions
Language is used in our everyday lives and it is one of the largest forms of communication to exist.
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·when you create classroom posters and other displays involving print, you are showing children how written language can be used to communicate. Through these interactions, you will have a significant influence on children's language development. As you prepare for your role as an early childhood professional, it is important that you acquire knowledge of how children develop language competen-cies. This knowledge will enable you to provide guidance, support, and mediation to enhance children's development.
This really emphasizes how important it is to have a classroom with posters, words, visuals that have words on them in order for children to be able to process and understand the importance of written words. As a future educator, I need to be able to create a classroom that allows for students to see words being used to tell or a story or simply how to do a command or ask a question. This not only helps improve their knowledge, but it also is a way to showcase creativity and morals as well.
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---Ymmg cl1ildren acquire morphemic kriow)eilge that is present in their linguistic environments. In settings where a particular dialect is spoken, children will first acquire the morphemic knowledge represented in that dialect. In figuring oul how language is used and words arc structured, children appear to be looking for pat-terns and hypothesizing. Children's O\'ergeneralizations of morphological patterns are an example of this.
Young children even learn the way we as adults and teachers speak to them. Even though they haven't been formally taught the difference between happy, happily and happier as said in the article or walk and walked, just speaking to them can get their little minds going on inflectional morphemes and morphemic knowledge word structures. It is sparking something that they will be fully exposed and taught later.
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Expressive language refers lo a child's production of language lo communicate. This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech sounds.
This reminds me of what a philosopher named John Dewey preached. He believed that school was a social institution, which was vital to education because a child learns even more from social interaction. School is a community and we learn from each other. As for teachers, "The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences" (John Dewey).
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Through lan-guage, we represent the world and l.oarn about the world. Without language, a society and its culture cannot exist.
Every language is so unique. No two people from different cultures can have the same exact thought because of the way their languages work. The language holds the culture of the society.
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Children's development of phonologi-cal knowledge is foslered by their perceptual ability to distinguish sounds and also by the ways in which language is used around them
I feel like accents and baby talk come into play with this. I know sometimes if kids are baby talked to then they grow into speech problems. And accents can affect how a child may say certain things.
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This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech sounds.
A child's pronunciation of certain words can be influenced by their surroundings. Parents and environment can create an accent like southern or English.
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I feel like accents come into play with this along with baby talk as a kid. Sometimes the way kids think/hear/say depend on how they have heard it growing up.
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For example, a mother of a 5-year-old might dis-cover that the verbal whining she often heard at home from her child never occurred when the child w.as at school.
I got a lot of parents asking me similar questions like this when I was working with 1st and 2nd graders at a summer camp. When I told them that their child did not cry or whine when they did not get their way, they were mostly surprised and said that they do it all the time at home. They learn that in settings like school and camp, whining is not acceptable and won't get them anything.
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Early on in lhe development of communicative competence, children's efforts appear to have purpose or intent. An 8-month-old child who looks at her mother \vilh outslrelchod arms and produces strained vocalizations (/uh/ /uh/) is assumed to be communicating thal she wants to be picked up. If not initially sue· cessful, the child may repeat her request, vocalize louder, or gesture more emphati· cally (Gleason, 1993).
It's so amazing how at such a young age communication is taking place and then seeing how these words like "uh uh" can develop into other phrases. This is much like when a baby points to their mouth and makes a sound to signify that they are hungry. The child uses both words and phrases to get their intent across.
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for example, the English word ball references the idea of a round object that has certain properties of rolling and bouncing and that is often used in a game or other physical activity.
I think that developing semantic knowledge and semantic networks is important in child development because it allows them to classify items that are uncertain to them. I also believe that parents should play a key role in Semantic Knowledge by correcting their child when they classify objects that look the same into one category (when they are not the same). For example, lion is different then a tiger.
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Expressive language refers lo a child's production of language lo communicate. This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech sounds.
when i think of expressive language i think of children making noise when they are hungry, when they want a toy, etc. This along with hand movements indicate what the child wants.
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Similarly; when children begin to learn comparative forms of adjectives, they may see the pattern of regular comparative forms, which are made with -er (happier) and -est (11appiest) endings. However, some children apply this rule to all adjec-Ji.Y.es, as in fun, funner, funnest, or even best, bester, bestest. Overgeneralization decreases as language development proceeds and as children have opportunities to interact with adults and older siblings who have acquired more complete morphe-mic owledge.
At early ages, children always will go to this instance as they do not know any better. It is in general the way they will learn adjectives till later on when they begin to read them selves and see how these words are used correctly. I have seen it through my cousins up through age six or seven generally.
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Research has documented few instances of children violaling syntactic rules simply because utterances that do not observe the spe-cific language's syntax are nol comprehendible, useful, or meaningful.
It is apparent that when children begin to learn language at an early age, they understand how to put a sentence together using correct syntax. Therefore, it is extremely important to begin reading to the child at an early age, and avoid using baby talk as much as possible.t is much easier for someone to learn a second language at an early age, as they would not have much knowledge of the many rules of syntax And they could learn it with ease, as opposed to being an adult and knowing the rules and trying to verge from them to learn that second language, which become more difficult.
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Prosodic features. In addition to the perception of sounds in a language,) oung children notice differences in the way sounds are used in a language to add mean-ing to what is said.
Young children gain the ability to understand when a statement being used has different meaning. Such as when a parent gets upset over something as opposed to them being happy or excited about the same thing.
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attention to lan8!!Q.@_ a~municg_li9Il..!J!!.J1er than a fo_cus on spi3_e.ch_pro_ctu<1tion ~nd..th~_.de.v.elopment of articulation. This approach recognizes that language is a medium of communi-cation with others and within us.
Communication is key, especially in a classroom. While it is important for children to work on sounding out words and developing their vocabulary, it is also just as important, if not more, for the children to actually understand how to use the language they are learning. It is important that they understand that the main way of communication is through language. Therefore, it is key that this is what teachers keep in mind when they are in the classroom. What the children learn, they will need to apply in real life.
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Young children acquire knowledge of these prosodic features as well as the spe· cific sounds used in a language through interactions wilh people in their environ-ment. Children's auditory perception of these prosodic features contributes to both !heir phonological knowledge and their subsequent somantic knowledge. Infants' perception of the speech intonation of those around them is evident when they begin lo babble aud appear lo mimic the intonation of others. Infants learn to sense when U10ir parent or caregiver is happy, excited, calm, tense, or angry from the intonation, loudness, tempo, or rhythm of the adult's speech.
This is an example of how infants and children are very observant of their surroundings. This also shows how people can explain children in situations as a "product of their environment". Infants and children will tend to mimic and repeat the sounds and words they hear from their caregivers in places outside of their home environment.
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Insload, it is important for teachers to recognize that children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos.
This statement emphasizes the importance for the teacher to understand that each child needs a variety of skill sets in order to not only navigate the world around them but to also succeed. Each stage of life will bring new challenges and settings that each child will have to endure and they need the proper tools to do so.
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Children who ore in environments where oral language and written languug are used in monningful ways will gradually acquire competencies in using language t communicate and to solve problems.
This is why it is so important for children to not only attend school at a young age but also for parents to work with them at home. The more exposure to vocabulary and oral skills, the better off the child will be. Exposing them at a young age to the intricacies of their foriegn language will benefit them not only in the classroom but will also help them to solve problems and navigate the world around them.
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he concluded tl1at children use language differently in oral narrative than the , d i written narr.aihte,
I think this statement is incredibly accurate and can even be applied to adults. There seems to be a different standard for the oral verbiage versus the written one in all age groups.
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In Dyson's study, childrcm used oral language (talk) lo guide and facilitate the creation of their written stories. They used oral language as a tool in conjunction with written language to create stories. In addition to using oral language in the pro-cess of producing written language, young children are also developing their ability to use language differently in different sellings.
A few summers ago, I was a camp counselor and I had the five to six year olds. Some of them were able to write really well and others struggled. When they would create their stories and present them to the class a lot of times the stories that they told were different than what they had written down. They would also write just a few words but when it was time to tell the story they were able to elaborate with great detail but were unable to transfer their ideas into written word.
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Another aspect of school success related to oral language competencies is a chilcl's social-interaction skills (Windsor, 1995). Children who have oral language competencies wHI be more successful in communicating with both teachers and peers. Their success in carrying on conversations and in responding in learning activities will contribute to further success at school. Children who have difficulty communicating may be ignorod by peers or excluded from informal social or col-laborative interactions. The inability to participate successfully inn conversation or the inability to clearly articulate the sounds in words may decrease the likelihood that other children will attempt to speak or play with them. In the section that follows, several research studies will
I have noticed this with my little cousin! When he is around children his age that are advanced speakers he makes no effort to play with them and they don't make one either. I did not think about it effecting social skills at that young of an age but now that it has been brought to my attention it makes perfect sense.
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For 2·year-olds, the use of a range of functions for speech was identified as n predictor of later achievement. For 31/2-year-olds, the effective predictor of later achievement wns the children's compe· tent use of a range of different sentence types. Another aspect of school success related to oral language com
I have a cousin who will be three in October. His older brother was speaking full sentences by 2 1/2, however he can only say a few words and phrases but has still yet mastered the art of making up his own sentences. He gets so frustrated when we do not understand what he is trying to say and he is rather far behind in regards to talking and the developmental stages associated with it. It is weird because for a long time it seemed like he just had absolutely no interest in speaking and was perfectly fine with crying or grunting to get his message across
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At school, children spend much of t11eir Lime listening to t11eir teacliersoi· to their classmates. Their ability lo listen and understand their teacher's directions a,id instruction and the contributions by their classmates influences what and how much is learned; however, explicit attention to developing listening comP.etencies may be absent in many cla
I remember a few of my teachers in elementary school giving listening tests and teaching us how to take proper notes and listen for the important aspects. They would read us a story or instructions and ask us to take notes. Afterwards they would quiz us to see if we were actively listening and were able to decipher the parts that seemed most important. This method helped me so much in middle school and high school as I took notes because I had learned from an early age to listen and document the most important parts.
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FIGURE 1.1 semantic Network or Schema for Ball materials rubber plastic leather felt colors I white ---.._ I red ............... black patterned BALL shape/ oblong spherical Lnngungo in Our Lives ~~ 7 /actions bounce throw kick hit ~ purpose/function baseball soccer football oval texture tennis smooth rough dimpled fuzzy schema. A young child's schema for baJJ will initially be much more limited in com-plexity and may include only "roundness," "throwing," and "bouncing." Vocabulary development is closely__rolated to general linguistic competence and to road ins comprehension.f Children with larger and more developed vocobularie! have more optiorrsfor expressing what they wa[!l to say a~1d1 thus, hav_e grnat.er hn-\ guistic nexibility. One nctivily that contributes to vocabulary development is story-book sharing, where an adull rends to a child. The vocabulary used in storybooks is often more descriptive and precise thnn is the vocabulary used in daily conversa-tions. Storybook experiences expand a child's listening vocabulary. A larger vocab• ulary also increases a child's ability to comprehend written text because reading comprehension is directly rolated to listening comprehension and oral vocabulary. When a specific word (and concept) is part of a child's oral vocabulary or listening vocabulary, the child can more easily comprehend and decode it when he encoun-ters the word in written text. Children's developmen
The same little girl that I mentioned earlier and her little sister were obsessed with the show Superwhy! It was a cartoon of different storybook characters such as the Princess from Princess and the Pea that would go into popular children's tales and help the main characters. I remember at the age of 16 being in love with this show because through it the children learned to not only solve problems but were taught a new vocabulary word each day along with the proper spelling and usage. Shows like that are crucial to a child's development and it entertains them while teaching them.
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Storybook sharing is a very effective way to encourage children to begin to perceive pros~TIMsiTiunderstancling language because the range of language used in slor_ybooks-,ma the range of dramatic expression in story sharing are much greater than in day-to-day conversations.
During high school, I nannied for my biology teacher who had two young and incredibly intelligent little girls. The oldest was 4 and every night she would pick a book for me to read to her. Even though she could not read herself, she would read along with me because she had memorized every single word to at least 6 of her books and always knew exactly which voice to use and which expression to portray for every character and situation. I was always amazed that she could recite from memory that exact words on the page and never mixed the stories or the voices up between tales and characters. She would even tell her parents or little sister the next day about her stories and reenact them from memory. I was amazed because at four she was smarter than me!
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Children who are unable lo consciously focus on or segment the sounds in a word may experience difficulty in learning to read and write (Lieberman, 1973, in Scarborough, 2002). Prosodic features. In addition to the percepti
As a child with a slight hearing loss, I struggled to differentiate between the sounds that t and d made. I also struggled to produce them along with the letter s. I remember being a very good reader but not understanding why the other kids and my teacher could make the proper t,d, and s sound and mine sounded so different and so wrong. Despite my hearing loss, I had no trouble learning to read but I did often have trouble hearing what was being read to me. I knew what sounds those letters were supposed to make and could recognize and utilize them but I couldn't produce them without help.
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Language is so important in the classroom, and it is something educators should never take lightly. It is very important to set up a strong foundation in language because communication is one of the ways in which we learn.
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it is important that you acquire knowledge of how children develop language competen-cies. This knowledge will enable you to provide guidance, support, and mediation to enhance children's development.
In many classrooms, some students may have different backgrounds in language, and it is very important as a teacher to cater to the needs of students and communicate with them effectively. Without a good sense of communication in the classroom, a student can easily fall behind, and a teacher could have no idea they are not understanding the material due to miscommunication. Communication is key in the classroom, and teachers need to establish a good form of communication with all their students regardless of his/her background.
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arger vocab• ulary also increases a child's ability to comprehend written text because reading comprehension is directly rolated to listening comprehension and oral vocabulary.
This is why it is important to start using more complex words at a young age instead of constantly using very simple words or "baby talk." By exposing the child to a variety of different words when talking to them, it allows the child to be at a better advantage when learning to read. Very interesting!
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Children may create their own words based on their understanding of how prefixes (or suffixes or plural endings) work. To illustrate, a 5-year-old girl was being chided by her mother because a doting aunt had given her another doll during a recent visit to the aunt's home. When her mother asked her why she accepted another doll that she really did not need, the girl replied, "Mommy, Aunty insisted, and I couldn't un-sisl!"
It's good to understand this is a normal occurrence at that age rather than assuming there's a learning disability.
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For example, first-graders may learn to decode words that contain digraphs and blends, but will not be able to explain the difference between a digraph and a blend.
I understand the importance of guide-lines such as this, however I like to think that, while in general, most first graders wont be able to do this, I do think it is also important to be able to identify students who are advanced and may be able to. Certain situations and life experiences can teach a student a fuller grasp on language more quickly and thoroughly than others, and i think its important to not suppress this if it is viable.
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While linguists and child development educators agree that recep· live language begins lo develop prior to expressive language, there is lillle agree-ment regarding how long expressive-language aevelopment logs behind receptive language development (Owens, 1988).
Shows sequence of language development.
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Conversational skills are a criti-cal part of pragmatic knowledge because they affect a child's ability to engage in classroom and social interactions
understanding how pragmatic knowledge and skill correlates with social interactions can help teachers to understand and attempt to help children who struggle socially, as this might be a possible reason why, possibly in students with autism or aspergers ? food for thought
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not simply repetitions of prior adult speech.
I believe for a while the running theory was that children just repeated things adults had said previously, but the mistakes that children make when learning to speak are not things they would have heard adults say, but instead correlate to their level of understanding of the language and of the grammar itself. This is why we get things liked "I go-ed" instead of "I went" with children, because they understand the suffix -ed, and are over-applying it. Things like this show that children's speech, and the mistakes they make, are results of a growing knowledge of syntax
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This develops orally first during social interactions and as a child's speech mechanisms mature allowing the child to gain control over producing specific speech sounds.
As a child grows and is exposed to adults around them speaking, writing, and communicating in different ways, they become able to form their own words, sentences, and eventually the ability to orally communicate with others.
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ltlss}•ntactic knowledge is crucial becnusolHcqfnffiunaficnl"""orsynlnclrcstruclures carry implied meaning. Word ardor affects the meaning of what is said.
This knowledge comes sometimes subconsciously for first language learners, like the opinion-size-age-shape-color-orogin-material-purpouse-noun rule. Most first language speakers know that you can have a great green dragon, but green great dragon just sounds weird. It would have to be a green Great-Dragon (as in Great-Dragon as one word entity). Things like this that we pick up naturally without even realizing are very difficult for second language learners, and its something we as teachers need to be aware of if we're to teach language
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Storybook experiences
I've found that reading stories, sometimes slightly more complex stories to children is an awesome way to expand their vocabulary, and often words you don't use regularly and wouldnt think to go out of your way to teach them. My little siblings would often stop me as I read them Harry Potter and ask me what certain words or phrases meant from a young age
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Semantic networks-schemnta-are thought to be cognitive structures in our memory that organize our conceptual knowledge.
this is really important for children to learn to connect things in their mind, and see how everything correlates. I feel like just simply being able to do this, quickly and effectively, is something that is stressed heavily in schools, especially language, today.
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phonological knowledge Where it talks about language being a sound symbol interaction, well a. This is an important topic, but b. This is a good definition to remember
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the aspects of learning language, and the difference between them, is also important to mark and remember. That's a long-term memory kinda thing you want
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So this annotation thing, highlighting and stuff doesn't work well on my iPad, so I'll just type the text I'm referring to. The difference in receptive and expressive language is essential for us, as educators, to know and be able to differentiate.
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function
This paragraph also highlights the fact that children learn, subconsciously, when to use their formal language, when to use their slang, in some countries they have entirely separate languages for being in the workplace and the marketplace and the home. Children's.capacity to learn is amazing
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children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos
This is very important for teachers. With so many different possibilities and opportunities in our world, children should be prepared to effectively communicate in any situation they may find themselves in. Teachers should be able to introduce and teach as many different types of communication as appropriate.
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Without language, a society and its culture cannot exist.
I completely agree here. Without any type of language (whether spoken, written, or sign), we could not communicate our thoughts. Humans would not be able to connect or relate to each other. Societies could not be constructed without being able to communicate with each other to form some kind of order. We would not be able to pass down information to new generations. There would be no history records, family records, or documentation of any cultural lifestyles or beliefs that define individual human beings and give them their unique identities. We would all be lost.
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Children learn that word order, or syntax, is important in creating meaning and in comprehending another's message. The queslion ''Did you hil Jack?" asks for dif-ferent information than "Did Jack hit you?" Knowledge of the importance of word order is known linguistically al an unconscious level before children can verbal-ize their understanding of that language concept.
Interesting, especially important as future teachers for children who may have a language barrier (English as second language).
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www.cultofpedagogy.com www.cultofpedagogy.com
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it builds the learning within a relevant context from the very start, so students are naturally more engaged.
the heart of PBL and why it trumps over traditional learning - it engages.
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wiobyrne.com wiobyrne.com
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I even have a couple of colleagues that create dummy Twitter accounts so they can follow and discuss conversations about sports that they don’t people to know about. The key point is that you can create any identity you so choose.
another example of this would be a "finsta" for millennials
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In a Post-Snowden world, we understand that there really isn’t any difference between our actions in the online world, and the “real spaces” around us.
Our lives in digital and real can often intersect - who you are online is a piece of who you are in the real world
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The truth of the matter is that you already have various digital breadcrumbs that already exist from the residue you leave online as you live your life.
your online identity should be someone you want to be, and you have time to edit this person.
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Avatar in this context primarily comes from business or marketing and refers to an ideal client or targeted audience.
an ideal person/audience of who you want to address. allows you to decide if your work is appropriate for the audience and/or fills your purpose of that social network
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there are opportunities to create different identities in different places, and share more in one space that you would another.
depending on your followers and the type of things posted on that certain social media network
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The key point is that you can create any identity you so choose.
depending on the social media network and/or your followers
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you’ll have to consider how public you’ll want to be online.
what do you want public? what do you want private?
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describes actively framing, curating, sharing, and directing your own engagement streams throughout the learning environment. This means that you take control of the various parts of your digital identity and shape the digital identity that you want.
personal cyberinfrastructure
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The end result is an identity spread across numerous digital spaces that is often incomplete.
info can be shared, not shared, deleted, moved, modified, etc.
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Our online and offline interactions are woven together into a narrative that forms different parts of our identity.
we can control our online identity and info on our social media accounts only to an extent
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Local file Local file
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to discriminate between reliable and unreli-able sources.
I find this amusing because I am in college and still have lessons on how to distinguish between the twp types of sources. Adults are being taught now because more than likely they have never had to find reliable sources before.
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“motivation to learn their discipline and their willing-ness to work on their projects [for] longer hours indicatethat they behave...like high achievers
I agree. I hate reading books that are assigned to me for school and are not interesting in the least bit, but I love reading books in my spare time! If your intruiged by something you usually don't mind dedicating a huge part of time to it.
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he group dynamic creates an interdependentteam in which students must each do their part,
great skill needed once you have a job in your field of study
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Students at the PBL school were equally ableto answer procedural questions that used formulas, butthey were superior in answering applied and conceptualproblems
I feel like at traditional schools you just learn a formula and when to use it, but at a school who uses PBL you learn the same formula as well as why you use it.
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Children solve real-world problems by de-signing their own inquiries, planning their learning, or-ganizing their research, and implementing a multitudeof learning strategies
This is also teaching them how to study independently which is a skill most people struggle with once they begin college.
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The outcome ofPBL is greater understanding of a topic, deeper learning,higher-level reading, and increased motivation to learn
I wonder why more schools don't follow the PBL approach? Students get to choose topics that are interesting to them which means they will more than likely take more away from the project than if they were learning about something that they have no interest in.
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Stu-dents drive their own learning through inquiry, as wellas work collaboratively to research and create projectsthat reflect their knowledge.
Isn't this the method used in Montessori schools? To have students driving their own learning through projects that are kept throughout the school year?
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PBL raises students self-esteem by beginningthe cycle of success
no one is dumb. we can all succeed if we understand how we learn as an individual
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Children re-tainmoreinformationwhentheylearnbydoing.
hands-on work provides experience for the child and adds excitement to their work
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Research sup-ports that students using PBL perform better on bothstandardized assessments and project tests than stu-dentsintraditionaldirectinstructionprograms,andthatthey learn not only real-world application of skills, butalso analytic thinking
probably bc the students that have used PBL know how to approach the problem in the way they will understand it and get it right
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Scaffolded instructionoccurs in PBL when teachers use organizers that aid stu-dents in bridging the gaps that exists in knowledge andskill, and it makes the tasks manageable and achievable.
instead of making the child feel dumb when they can not understand something, the teacher changes their technique and teaches the lesson with another approach
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Childrenlearn so much about themselves when they are empow-ered to make their own learning decisions.
compared to standardized testing where you are given certain, restricted material that you are forced to learn
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Consistent employment and prac-tice of these skills will strengthen them over time andlead to proficiency and mastery.
allowing the student to grade themselves and perfect their work over time
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Accountability to peers often has greaterconsequences and provides more motivation for stu-dents than if they were only responsible to the teacher.
the only time "peer pressure" is good
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Furthermore, these students demonstrateda solid grasp of the concepts and were able to performwell on traditional tests
PBL allows students to express their intelligence in diverse ways and also gives them more confidence to actually demonstrate their potential
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standardized testing does not measure criti-cal twenty-first-century skills that are integral for studentsuccess.
standardized testing limits intelligence to one category
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The outcome ofPBL is greater understanding of a topic, deeper learning,higher-level reading, and increased motivation to learn.
Forcing student to research creatively and independently while still providing help and assistance if needed.
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For these reasons, I believe that individuals should build their own personal cyberinfrastructure.
It may be useful for an individual to create their own web space to eliminate the possibility of materials posted on Facebook, LinkedIn, etc. being deleted or removed from the web. Through this personal web space, a person can assure that the material they want to be viewed will always be present and public.
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We create a trail of digital breadcrumbs that help create the residue that makes up our online identities.
Everything that we post online contributes to how we are portrayed online. From our online identities, we can be portrayed as an individual of good morals or bad morals.
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By having a manual of who we are, and who we would like to be digitally, we can create consistency in how we represent ourselves.
In other words, our digital identity and actual identity should match?
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At this point, you should consider how far you want to extend this version of your digital identity you’re in the process of creating.
At what point are you going "too far" when sharing your digital identity?
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Build yourself a scrapbook in Pinterest or some other bookmarking tool to collect these resources.
This is important to have common ideas grouped in one specific setting so you won't go scrambling for the ideas or lose ideas that you once had
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Web literate individuals have a multitude of opportunities to utilize digital spaces and tools to create versions of our identities.
In more ways than one we have the ability to freely express ourselves on the Internet and not be conformed to just one identity. We can be whoever we want to be on the Internet and control how we are willing to use the space.
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I believe that by keeping your design choices consistent across multiple spaces, you create a sense of professionalism and polish in your presented materials.
all your social networks should be similar and consistent. have all accounts represent you the same
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Select images, photos, images, and colors that represent the identity you would like to use as your digital identity.
profile picture? quotes? texts? design elements? patterns?
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This means that you develop and direct the information streams that individuals use to interact with you online.
you personally create your own online identity from scratch that is not altered by outside sources
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