Piaget's Language Acquisition Theory

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Resource Map of TSU

por Tomsk State University

Sainsburys1

por David Mills

Mindmap Unit 2

por Marta Palacín

字根

por Reder Tseng

How Stage 2 Relates to English Language Learners

Use English to externalize thinking, but also begin to use language to communicate with others

Engaging in Parallel play and gradually begin to interact with others

When English Language Learner first begin to develop English language skills communication is Ego-centric

Piaget's Language Acquisition Theory

The Pre-Operational Stage

2nd Stage of Cognitive Development

Ages 2 - 7 years (Approximately)

Children learn to use the symbols of language

Thoughts and communications are ego-centric

main function of speech at this stage is to externalize the child’s thinking rather than to communicate with others

Tendency to focus on only one aspect of a situation at one time

Engage in parallel play - meaning they play next to other children, but not with them

As children develop, egocentrism declines and children begin to enjoy interacting with other children, “lets pretend “ play becomes more important.

The Sensorimotor Stage

1st Stage of Cognitive Development

From birth to around age 2

Language Development

Emphasis on movement and physical reactions

Through their experimentation, children start developing language skills

Babies begin experimenting with what their mouth can do

Through experimenting, they learn to imitate sounds and how to use the sounds for meaning

Babies begin to experiment with their bodies

Then more complex movements such as crawling and walking

Opening their fingers, moving their legs

How Stage 1 Relates to English Language Learners

ELL students try to learn how to use the words or sounds to create meaning within their environment

ELL students try to imitate the words or sounds they hear from teachers or peers

The Formal Operational Stage

4th Stage of Cognitive Development

Age 11-Adulthood

Begin to think abstractly

create hypothetical ideas

consider different variables and possibilities

manipulate ideas in their head and do not need concrete manipulation

reasoning through inferencing

can see relationships between ideas

inventive thinking

Begin to think logically

develop reasoning

logically use symbols

think in a systematic way

The Concrete Operational Stage

How Stage 3 relates to English Language Learners

ELL learners understand the importance of word order in sentence structure

They are learning multiple ways to communicate similar meanings

Synonyms

ELL learners can sort and classify parts of English language to help them to better utilize

Past tense, Present tense, Future tense

Subtopic

Prefixes, Suffixes, Root words

3rd stage of cognitive development

age 7 - 11 years

Children's thoughts become less egocentric

They are able to consider others' perspectives

They are able to consider multiple perspectives to help solve a problem

Children gain the ability to sort and classify

Classification: able to classify objects by factors such as colour

Seriation: able to sort objects by characteristics such as size and shape

Children understand that changing the appearance or arrangement of objects does not necessarily change their properties

Transitivity: able to discern logical relationships between items in a successive order and make logical inferences

Conservation: able to understand that the size, amount, and number of objects may not be related to the arrangement of objects

Reversibility: able to discern that objects and numbers can change and return to their original state