Children are born ready and willing to develop cognitive skills. They have been compared to little scientists. They are
constantly learning new ideas, how things work, and how to solve problems. They are trying to figure out how the
world works. Children are not passive learners – they actively seek out information.
Children are born with the ability to learn and develop cognitive skills. They've been likened to miniature scientists.
They're always picking up new ideas, figuring out how things work, and figuring out how to solve problems. They're
attempting to comprehend how the world functions. Children do not learn passively; they actively seek out
information.
Language and cognition are partners in child development. We use language to learn new ideas, to talk about our
thoughts and fears, and interact with those around us. Language is how thoughts fly through the air from one mind to
another. Language skills and cognitive skills are related to each other. Stronger language skills mean stronger
cognitive skills.
In the development of a child, language and cognition work together. We use language to learn new concepts,
express our thoughts and fears, and communicate with others. Language is the means by which ideas travel from
one mind to another. Language skills and cognitive abilities are intertwined. Better language skills imply better
cognitive abilities.
Language and cognition work together in the development of a child. To learn new concepts, express our thoughts
and fears, and communicate with others, we use language. Language is the medium through which ideas are passed
from one mind to the next. Language and cognitive abilities are inextricably linked. Better cognitive abilities are
correlated with better language skills.
Schools foster cognitive development. Teachers don’t just teach a list of facts; they teach children how to think. The
interactions and talk that happens in a classroom are the raw material for a child’s brain.
Teachers in early childhood classrooms play an important role in children's language development. Their efforts in
developing a relationship in which communication is valued and implementing strategies to intentionally expand
children's vocabulary have a long-term impact during their educational years.
Parents, carers, and teachers are the people who can be considered
among the first people to initiate a child’s development in his early years.
From the social perspective
the first point which affects a child’s language and communication in the
child’s relationship with an adult and very next part is the sufficient time
for interaction from that adult and in addition to the quantity of time,
adults also have to be skilful in the way they work.
Other social factors which affects children’s language and communication
development are Bilingualism or multilingualism, having parent with a
reading disability and child’s cultural background, coming from a
household where the child has few opportunities to experience spoken or
written language.
As an early year practitioners, we have to be aware of all these factors and
the age and stages of language of development to identify the children’s
needs and to plan their next steps to support them.
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The link between language and communication and literacy means that
you need to work in partnership with parents, carers ,other adults in the
settings or other professionals such as speech and language therapists. By
working together with other professionals along with parents/carers you
can provide the best environment for language (and therefore literacy
development).
Parents
As we saw in social factors that affects language development, Children’s
relationship with an adult plays a very important role in developing
language and communication. Mostly those adults are parents. The first
voice which children hear is from the parents. Children’s interest in
learning to talk begins with this. They learn to be responsive through
these talks from parents. So just by talking and chatting to their children,
parents make the communication and language progress smooth.
In addition to this when parents start sharing books with their children,
the path to reading skills progresses.
So, it is very essential to share children’s development information with
parents and to encourage them constantly to be the important part of
their child’s development.
We can do this in variety of ways like making arrangement to lend books
or guiding them about the kid’s library, by creating story sacks and
sharing the books with parents which their child has enjoyed in nursery
time. Also asking parents to share the books and rhymes which child
enjoys at home.
Other Professionals
Speech and language therapists are very important for literacy. They
assess children’s needs and they offer advice or work directly with
children to enable them to make progress.
For less developed fine or gross motor skills, Occupational therapists can
support children. They aim to maximize children’s movements and find
ways of helping children to access literacy.
We can also work with other experienced adults in the setting to find
different ways or to exchange ideas to support children in speech and
language development.
So,working closely with the child’s parents,other adults in the setting and
professionals to encourage language and communication development
will ensure all children’s emergent literacy skills are supported.
Resources - CACHE Level3 Text book by Penny Tassoni
- Material from Laser learning