Language Acquisition Resource Discussion

Supportive Language Acquisition Practices

Buckley, B. (2012). Children’s Communication Skills: From Birth to Five Years. Hoboken: Taylor and Francis.

Professionals working with babies and young children must understand the components of human communication and the communication skills to expect from children between birth and five years. Having greater knowledge in those areas boosts confidence levels among professionals because it becomes easy to identify children who may be having problems in speech development, language acquisition, and communication. Consequently, language development requires the interconnectedness of complex interplay skills, mental processes, and physical movements. The book supports language acquisition in children by increasing awareness in educators working with children about the ‘what’ and ‘how’ of communication. Virtually, every child has an intrinsic predisposition to develop verbal and nonverbal communication skills. The book will be helpful to me as an educator in the preschool instructional setting because it will increase my awareness and understanding of language development among pre-K children.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., … Howes, C. (2008). Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills. Child Development, 79(3), 732-749.

Over the years, the government has invested in providing public school programs for pre-K children. Majorities of children are now starting school at age 4, and the government has undertaken the responsibility to oversee the expansion of publicly funded preschools and recognition of the role of early education practices in children. In light of this, the study examined the development of language, academic and social skills among pre-K children in publicly supported learning institutions. The significance of this study to the children includes increased awareness among pre-K professionals on the importance of adhering to 9 standards of quality in relation to instructional setting infrastructure and design. Along with that, the study will help professionals understand the importance of upholding the overall quality of the instructional setting and observing educators’ emotional and instructional interactions with children.

Barbarin, O. A., & Wasik, B. H. (2009). Handbook of child development and early education: Research to practice. New York: Guilford.

Most children develop considerable oral language skills by three years and by the time they are in grade three, teachers expect them to be competent in their written language. Successful language literacy is dependent on several things including competence in the understanding of written language. This book elaborates on the different practices, necessary to develop language literacy among young children. It also gives a comprehensive overview of the role of teachers and the significance of parents’ contribution to developing language literacy.

References

Barbarin, O. A., & Wasik, B. H. (2009). Handbook of child development and early education: Research to practice. New York: Guilford.

Buckley, B. (2012). Children’s Communication Skills: From Birth to Five Years. Hoboken: Taylor and Francis.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., … Howes, C. (2008). Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills. Child Development, 79(3), 732-749.