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An understanding of a child’s development is significant since it gives an insight into the cognitive, bodily, emotional, social, and educative development that a child undergoes. The major theories attempt to describe every aspect of development using models.
The theory shares a school of thought that children are born with a hereditary aptitude to learn any human language. He further maintains that particular linguistic configurations, which children use so perfectly, are already embossed on the child’s intellect (Socha, 2010). Child A understands the use of different objects that he is familiar with. He even uses sound effects for his car during their play with Child B, mainly because he understood the particular configuration of a car including the sound it makes when in motion. It was evident that Child A went ahead to add two big pieces to his model and alerted Child B about his new model, the airplane. Clearly, Child A is so accurate in his design and uses previous experience to affirm his involvement.
Secondly, Chomsky’s theory explains that there exists a language acquisition device or LAD in every child’s brain, which is responsible for encoding the major principles of a language, and its grammatical structures. Every child uses LAD to form simple sentences during a conversation (Saxton, 2014). In the context, it is evident that Child A can use simple sentences when speaking, and does use link words in his sentences. The ability to use simple sentences confirms that the child is already aware of the basic sentence construction, and therefore, uses it to instruct Child B to run away from the monsters. This confirms the child’s grammatical understanding.
Thirdly, Chomsky informs that a child doesn’t probably learn a language through mimic only, because the language that people around them speak is extremely lopsided.
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In the field of deaf education it has become highly significant to examine carefully the important guidelines of the empowerment and resource orientation. This has to be done for the improvement of the understanding quotient of both the deaf children and their parents.
Brown’s concept of MLU, the mean length of utterance should be at about 1.75 morphemes at this age, with the child knowing roughly 50-60 words, but grows significantly as more words are added to the child’s vocabulary. With just sixty known words, children can put together very simple sentences, and with the help of their parents, and the use of motherese, these sentences can grow and become more grammatically correct.
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