Flashcards
CLA Theories
Cards in this deck (41)
- 1Lev Vygotsky - ScaffoldingAssisting a child to complete a task they struggle with. e.g. "spell carrot for me, what does it begin with?"
- 2Lev Vygotsky - ZPDThe range of tasks a child can do with the help of a MKO but cannot do independently. It is where the most sensitive instruction and guidance should occur.
- 3Lev Vygotsky - Actual Development LevelThe upper limit of tasks that a child can perform independently
- 4Lev Vygotsky - Level of potential developmentThe upper limit a child can perform with the help of a MKO
- 5ChomskyNativist - supports nature approach
A child assembles a set of rules about language. Focuses on rules rather than imitation
Children are born with a Language Acquisition Device (LAD) that controls the development of language
Children use linguistic creativity which allows them to say something that they have not heard before - 6SkinnerBehaviourist - Supports Nurture
Researched animals behaviour - ( an unreliable study as they are different to humans )
Language is just another form of learned behaviour. Children learn through positive and negative reinforcement. - 7Jean AitchisonThree stages that occur during a child's acquisition of vocabulary.
Says that it is impossible to be precise about when later phonological development as every child learns at different paces. - 8Jean Aitchison - LabellingLabelling:
The first stage, a child is making a link between the sounds of particular words and the objects to which they refer
e.g. using the word 'cat' - 9Jean Aitchison - PackagingEntails a child understanding a words range of meaning. Over / Under extension can start to occur
e.g. identifying a cat from different animals - 10Jean Aitchison - Network BuildingInvolves a child grasping the connections between words
e.g. understanding that 'cat' can come under the broader category of 'animals' - 11Jean Piaget 1936Cognitive approach
Says a child constructs a mental model of the world. Disagrees that intelligence is a fixed trait.
Says that cognitive development is a process which occurs due to biological maturation and interaction with the environment
Says 'Schemas' are basic building blocks of knowledge:
Assimilation
Acommodation
Equilibration - 12Jean Piaget 1936Sensorimotor Stage - 0-2 yrs
Preoperational Stage - 2-7 yrs
Concrete Operational Stage - 7-11 yrs
Formal Operational Stage - 11+ yrs - 13Jerome BrunerConstructivist
Supports Child Directed Speech (CDS)
Says that learning is an active process and learners construct new ideas or concepts based upon existing knowledge
Encourages instructions for learning and engaging with a learner by presenting and using material (testing)
Supports the idea of behaviour reinforcement - 14Elizabeth Spelke 1990Says children can identify objects that are still, continuous and easily defined by shape
- 15Bloom 2004Challenges Katherine Nelson - says that the 60% of nouns in child's first words reflect the 60% of nouns in vocabulary
- 16Katherine Nelson 1973Says that 60% of children's first words are nouns (naming words)
- 17The Case of GenieA child was kept in isolation for 13 years - when they found her she was unable to talk, walk or write and had the mental age of a baby
Experts tried to teach her to talk and write and made progress, however after a period of time it went downhill and Genie lost the skills again
Genie missed the critical period of language learning and was unable to catch up. - 18Rescorla 1980 - Categorical OverextensionStretching the meaning of words. The hyponym is taken to stand for the hypernym
e.g. child calls dog-like things a dog - 19Rescorla 1980 - Analogical Overextension (15%)Relates to functions/purposes of objects.
e.g. mistaking a shovel for a spoon - 20Rescorla 1980 - Mismatch or predicate statementsStatements that carry abstract information
e.g. pointing to a dog toy and saying the dogs name. - 21Berko & Brown 1960The 'fis' phenomenon
Adult: Is that your fish?
Child: Yes this is my fis
Adult: That is your fis?
Child: No this is my fis! - 22Michael Halliday - Regulatory"Do as I tell you" - Child uses language to influence the behaviour of others
- 23Michael Halliday - Interactional"Me and You" - Child uses language to develop social relationships
- 24Michael Halliday - Representational"I've got something to tell you" - To exchange information
- 25Michael Halliday - Imaginative"Lets pretend" - To tell stories and jokes
- 26Michael Halliday - Heuristic"Tell me why" - To explore and learn. Question and answers or commentary
- 27Michael Halliday - Personal"Here I come" - Child uses language to express personal preferences
- 28Marie Clay 1970 - Recurring PrincipleWhen a child only knows a limited number of letters, he or she may use these repeatedly to create a message
- 29Marie Clay 1970 - Directional PrincipleReading and writing from left to right and then using a return sweep to start the process again
- 30Marie Clay 1970 - Generating PrincipleWhen a child starts to realise that there are only a limited number of letters to use, but that these can be mixed and matched in different ways.
The child begins to recognize that there are patterns that can be used to convey a message - 31Marie Clay 1970 - Inventory PrincipleA child begins to package knowledge together into lists of the letters and words that he or she knows
- 32Marie Clay 1970 - The Functional PrincipleThe principle that writing can serve a purpose and has a function for the writer
- 33Marie Clay 1970 - The Linguistic PrincipleThe notion that writing is a system that is organised into words and letters and has directionality
- 34Marie Clay 1970 - The Relational PrincipleChildren start to connect what they write on the page with spoken words - understanding that the written alphabetic system carries meaning
- 35Shirley Brice Heath 1969 - 1978Studied 2 different communities how children were raised and how it affected their lives in education
North Roadville Community:
Middle class, white
Taught kids formally through reading and writing stories which prepared them for school
The kids had dreams of moving away from Roadville
South Carolina Trackton Community:
Temporary time in community, taught kids informally.
No CDS was used, kids were left to teach themselves.
Kids then struggled in school but were able to handle unpredicted language in speech.
Schools need to adapt to this community - 36Gunter Kress 1997Children are naturally multi modal (they learn visually orally and and written in the same part of the brain)
As kids get older books influence and support their spoken language which increases creativity and playfulness
Books take role of MKO - 37Katharine Perera 1986Looked at how children developed grammatical expertise
Significant turning point - shift from speech like structures
Children gain progressively more sophisticated grammatical structures even through and beyond teenage years - 38Barry Kroll - Preparatory/PreparationUp to 6 yrs
Children are developing their fine motor skills
Children are practising holding a pen or pencil
Children are getting to grips with basic spelling principles - 39Barry Kroll - Consolidation Stage7 - 8 yrs
Children are writing as they speak, usually in short, declarative sentences, using conjuctions
Children will tend to use conjunctions "and" or "but"
Sentences will often be incomplete - 40Barry Kroll - Differentiation Stage9 - 10 yrs
Children are beginning to differentiate between speech and writing
Writing might reflect thoughts or feelings
There are still a number of errors
Different styles of writing are understood
Writing guides may be provided - 41Barry Kroll - Integration StageMid teens
Children are developing a personal style
Children are able to alter their writing according to audience and purpose
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- A level English Flashcards on CLA Theories, created by Alice Thom on 26/04/2018.
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- Alice Thom
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