The Process of Language Development in Children - Essay Example

Developmental Psychology-Childhood and Adolescence Activity 3: Language Development Language is a device that is used, by humans,to communicate with each other through spoken words in an act called speaking. Language development starts at birth or before birth according to some theories and it involves learning how to vocalize words that constitute a meaningful language. There are many hypotheses that have been put forward, by many scholars, in an attempt to explain the process of language development, in children up to the mature age of past adolescence. According to the story of Genie, there are those that suggest the presence of an inbuilt language acquisition device (LAD) as forwarded by Noam Chomsky, which explains the ability of infants to learn a language in spite of insufficient information input from the environment. Other theorists propose that the environment that surrounds an individual plays a vital role in language development (Shaffer & Kipp, 2009). According to Genie’s case, language development is influenced by a child’s environment. Genie was locked up in a room where she had minimal contact with the rest of her family, which means she rarely heard them speak or see how they did it. This case highlights the need for the presence of language templates or examples for a child to mimic and focus on in their attempts of developing a language. The theories put forward by scholars all have some credence as far as language development is concerned. These theories include learning/behaviorist/empiricism theories, biological/nativist/linguistic perspective theories and interactionist theories. The Nataivist theory, which was proposed by Noam Chomsky, asserts that humans have an inbuilt language acquisition device (LAD), which enables children to learn how to talk on their accord. It states that humans are biologically wired to learn a language at a certain time in a certain way. He argues that the input from the environment that is supposed to contribute to language development, in infants, is not sufficient to justify how children learn how to talk solely. It sets out to explain why no learning process alone can account for the rapid acquisition of language witnessed, by infants, and that the only way that is possible, is through an innate linguistic ability. According to this theory, input from the environment activates the LAD, and it does not depend on the magnitude of the input as long there is some input the rest is left to the device, which promotes the development of syntax in a child. The area of the brain concerned with language development is in the left hemisphere, in the regions known as Broca’s and Wernicke’s regions, and according to nativist theory, LAD is located here. Broca’s region is responsible for good comprehension, pronunciation and speech while Wernicke’s region accounts for comprehension and fluency in speech. According to Genie’s case, she should have been in a position to communicate verbally with her rescuers, but she was only able to communicate what she must have heard from members of her family especially her father. This puts the nativist theory in dispute because Genie should have developed her language, with the help of the language acquisition device, in her brain, which should have been triggered and activated by her father’s few words. This case can be better explained by the other two theories of empiricism and interactionist approaches. The empiricist theory suggests that there is enough language input, from the environment for infants, to learn how to communicate through language, without relying on an inbuilt device, to prompt language development. It is based on the notion that language development is tied to observable stimulus-response interaction where learning is an establishment of habits because of reinforcement and reward (Shaffer & Kipp, 2009). For the child to benefit from environmental inputs, they must actively participate, in the being of that environment. This means that the caregivers and parents must actively be involved in the process, by talking with the infant who give the child many opportunities, to study it and mimic the process of talking. Babies obtain native language habits through varied babblings, which resemble words repeated by a parent or caregiver near them (Caroll, 2007). They are then rewarded by a response, which encourages them to keep on repeating the same babble of sounds, and eventually they produce a cognitive word with meaning. This theory suggests that children learn the language of their natural surroundings, which can be attributed to habitual behavior that strengthens its development (Caroll, 2007). This theory can be used to explain Genie’s lack of communicative ability through spoken language because there was no stimulus to encourage her and the little there was, did not reward her with favorable responses to urge her. Another theory that can be considered to explain Genie’s lack of communicative ability, through spoken language, is the interactionaist theory, which bases its postulate on the interaction of both the empiricist and nativist theory, where the environment and biological aspects of language development come together to contribute to language acquisition. This is where the infant’s environment, in terms of caregivers and parent’s attitude and attention coupled with biological aspects, contribute to advancing how well a child learns to speak. Genie’s case poses a challenge to the nativist theory because it cannot explain why the limited stimulus received by the child did not lead to the activation of LAD, and subsequent language development into communicative ability through cognitive and comprehensive speech. From the perspective of this case study, its objectives seem set out to prove a point and its findings would not fit into a profile that generalizes its outcome to a normal population. This is because, in a normal population, the factors that influence language development are always in a state of dynamism all the time. The nativist or biological theory can be applied to a general population because all biological factors involved, in language development, are at a constant with negligible variations that can be factored out in respect to affecting its acquisition. The environment, which plays a key role in language acquisition, is different in all regions of the world making it vital component in proper language development. The theory of empiricism and interactionist depend on how efficient the environment and biological mechanisms interact to promote language development. Activity 4: Social Development, the Self and Identity Social development is a human creative process that directs their energies to achieve greater results in their lives. The ecological theory states that the environment, they live in, influences a child’s social development stages, and their behavior towards other people. The theory categorizes environments into four basic classes, which are the microsystem, which represents the child’s immediate family and surroundings. The mesosystem is the broader surroundings of a child and the influence it has on their social development, which include the family doctor and preparatory school environment. The exosystem is comprised of people who indirectly affect the child, for example, the mail carrier and parent’s work place. The macrosystem includes the cultural environment of a child and the morals it upholds. All of these factors according the ecological theory contribute directly or indirectly in the development of child socially. This theory can suggest that Chris’ parents change the environment that their child experiences. They should focus on an environment that does not promote such violence-motivated mode of expression to one that encourages more conventional ways of communicating. This case can be explained, by this theory, because the environment he is exposed to could be contributing to his behavior because it does not condemn biting as a mode of communication. Cognitive or learning theory emphasizes on the significance of relationships and interactions between children, and more knowledgeable adults and people of the same age (Lee, 2005). It focuses on the notion that children internalize feelings, emotions and ideas because language is a significant factor in the development of factors. Unlike the ecological theory, it does not believe in the nature vs. nature approach of heredity in social development, but the premise that social development is forged by how children imitate behaviors, their care givers and parents thus in the process learn about society and how it operates. In Chris’ case, his behavior can be the direct result of witnessing the act of biting as a way of expression and thus he mimics this behavior when he interacts with his peers. The best way to deal with this antisocial behavior is to provide a stimulus to the child that shows him how biting is not a good way of communicating. It can involve the parent really biting Chris, which will show the child that it is a painful gesture. The psychodynamic theory is based on the human need to connect and attach to others which the brain influences consciously and unconsciously (Lee, 2005). This makes an individual acquire mechanisms for self-defense, which can be attributed to Chris’ behavior towards other children. The psychodynamic theory can be said to encompass the ecological and cognitive/learning theory. This is illustrated by the scenario where infant caregiver relationships, set developmental trajectories that influence how the experiences of a child persist to manifest in the future and how they affect behavior which is lawful and purposeful though, at times, it is unconscious (Lee, 2005). The ecological theory can be linked to psychodynamic theory through the fact that the external environment affects the internal mind and body which elicits actions for adjustment to the environment and its stimuli. Psychodynamics states that behavior is because of conscious and unconscious mind processes that are influenced by ego, identity and super ego, but in this case, Chris is at such an age that ego and identity cannot be factored in consideration of his actions so the best theory to support his actions is learning and ecological theories. Self Identity Identity is a basic norm, in all individuals, and it begins at birth where an individual becomes self aware that they are a separate entity unique in their own way. Identity development begins at infancy and it progresses on to become the focus of adolescence (Lee, 2005). It is this identity that an individual develops or builds on when they become self-conscious. Identity is what represents a person to other people and to self. Identity is what gives a person self esteem. Erikson considered adolescent identity crisis as the most significant aspect of human psychological development because it is a period, in the human life cycle, where many changes takes place in the body both physiologically and psychological that can sometimes overwhelm an individual. The case of adolescence identity crisis is raised by questions they pose to self about how they look to other people and what these people think about them. Identity, in young people of adolescent age, is an issue that takes them through a rigorous exercise of experimenting on different types of identities until they come upon one that they consider favorable to self. It takes place through stages that are defined by benchmarks, which give an individual the indication of reaching a turning point, and the beginning of another stage in the process of attaining an identity. Physiological changes are associated with puberty that marks the onset of adolescence, which initiates their exploration of sexuality and physical identities. In females, mainly their physic influences their focus on self-worthwhile in males the timing of these changes determines the nature of the identity they develop. In adolescents, their immediate environment and the people they relate to influence the identity they develop. Peer pressure is a critical factor, in adolescents, and it can influence the identity that a young person forges. Role models in society play a role because most adolescents project their future roles in life on these figures in the community they live. An adolescent who has a boxer as the father figure, will tend to formulate an identity that embraces toughness and physical strength as compared to one who has a professor as the dominant personality, in the family. This is because this youth will tend to adopt a more intellectual mindset, which this will contribute to the development of an identity that favors strength of the mind than of the body. Between these two adolescents and for the purpose of this example, one will develop an identity that orients him/her to physically demanding activities while the other one will prefer academic challenges for both of them to fulfill their preferred identity requirements. Every teenager goes through an identity crisis, but the difference is how they deal with these crises, and the support structures around them that help them maneuver through this period. Identity crisis occurs during the teenage years because it is a period in life where physiological and psychological changes take place simultaneously, which elicits many conflicting emotions and experiences that confuse the youth. It is at this stage, in life that adolescents go through steps, which usher them into adulthood, and this makes them want to create an identity for themselves that sets them apart from everyone else. Identity to adolescents gives them a sense of independence, from their parents, where they gain recognizable individuality a process that involves a lot of psychological evaluation bringing about indecisiveness and confusion. Resolving an identity crisis requires a strong social support system coupled with the right attitude in the part of the adolescent. Adolescents should be equipped, with strong moral principles, to enable them identify positive identity attributes and distinguish the potential that each attribute has on affecting their lives. The environment, especially social environment that adolescent associates with, plays a crucial responsibility, in shaping an individual’s identity, because it dictates the type of role models, peer group and vices they experince. A healthy sociocultural background ensures that an adolescent goes the identity crisis in a positive and enlightening manner. A healthy identity achievement is associated with advanced moral reasoning, increased critical thinking and a higher self-esteem. Activity # 5: Gender and Moral Development The nature and nurture theory, in psychological development, states that the environment that they are exposed to can influence an individual’s gender. It also postulates that an individual’s gender can be structured according to how they are brought up, and the attitudes and notions that are implanted, in the person’s mind. The perspective of this theory is that the natural conditioning of a person can be altered by artificial conditioning but in the case of the identical twins disputes the premise of this theory. This is because even after conditioning, for a long time, the natural characteristics that define his particular gender still manifested themselves in disregard of the intentional motives, of the parents, in reassigning him to a gender, which is not his. This goes to show that, in some aspects, psychological nurturing does not guarantee a turn around on gender (Lee, 2005). According to this case, it is not clear-cut that our gender is determined by our gender or the way we are socialized. This is because gender is not a specifically a physical state of being but a psychological status that individuals adopt and embrace as their own. Gender is a class or group that is assigned by the society and communities we live in for convenience purposes. Gender is a form of identity assigned, to us or by self, to satisfy our conscious and unconscious desires and the fulfillment of our identity (Lee, 2005). According to this extract, gender cannot be influenced by our biological make up because people choose which physical attributes to label to which gender group. This means shows that gender is a form of awareness rather than a physical attribute. Gender assignment through socialization can be achieved, but it is not the critical and most influential in the gender of an individual. What matters most is an individual’s own perception and the significance they attach to gender. The doctor, in this case, can be said to have acted ethically by allowing the twins’ parents to decide, which gender their child should belong to because the responsibility lies with them. On the other, the medical advice they received on whether to remove the genitals created a precedent, which prompted the parents to decide on raising the child as a female because after the operation the child resembled a girl with regard to the genitalia. Babies born intersex should not be arbitrarily assigned to a gender before more investigation has been done to establish their gender. There are methods like endocrinology that can be applied to determine the percentage of female or male hormones a patient has which can facilitate in the decision-making (Lee, 2005). In the case of the identical twins, no such initiative was taken so it can be said that the doctors failed on their role of properly advising the parents on the appropriate procedure to follow while making their decisions. The issue, of gender disparity, can be envisioned in this situation where an individual is regarded as lacking because they perceive the female gender as the most appropriate option to assign their lacking child into. Moral Development In Kohlberg’s moral dilemma, I have decided that morality is based on what we perceive as right or wrong, and the degree of importance we attach to each element of truth or an action that is perpetrated towards others, and us be it wrong or right. In the case of Heinz, He should steal the drug because life is more valuable than money. Some members of the group agree with my views, but others do not cite the law because there are consequences to stealing. The difference between my views and the other member’s views is that they do not see the value of life being more valuable than money. Others cite the consequences of stealing, even if it is to save a life while others think that it would be unfair to steal the work of another man, who has worked hard to discover the drug. According to Kohlberg’s developmental stages, I belong to the post conventional stages of moral development. This task involves testing the moral alignment of individuals and their perception of right or wrong in relation to real life situations. This method is a reliable of testing the psychological alignment of people in accordance to their community’s code of conduct and moral orientation. Activity # 6: The Family and Attachment Relationships Parenting is askill that is not taught or acquired, through conventional means, but a process that develops naturally just as falling pregnant is. Parenting is focused on the objective of bringing up a child, which is going to be an upright citizen, of their country, and of sound moral caliber among other many attributes that are associated with a good individual. The best style of parenting is one which allows the child to grow both psychological and physiologically in a healthy manner (Fonagy, 2010). Parents should ensure that their children have access to a considerable environment, which nurtures their interests and abilities optimally and in a positive way. A parent should make sure that a child is fed on a healthy diet because a healthy physiological state reciprocates to a well functioning psychology. The environment and diet, of a child, portray in the way they grasp ideas and learn new things, which are evidenced by differences, in speech patterns, between children exposed to a stimulating environment and those who are not. Parents should let their children chart their own learning process by giving them time to absorb new ideas and activities. When raising up a child, some parents may want their children to grow up to be geniuses or world renowned athletes, prompting them to apply undue pressure on their children to live up to these aspirations. A parent should realize that there are some aspects, in a child’s life, which cannot be influenced by external factors, and concentrate on the practical elements of parenting like providing the necessary moral support required, in the development of a child. Parents should be focused on helping their children discover their talents and by providing them with different stimuli to excite their senses (Fonagy, 2010). The same parenting style cannot be suitable for all parents because of the different living standards imposed by the economies that various people experience. People came from different social and cultural backgrounds. Therefore, a specific parenting style cannot be ascribed to all parents. Parenting should be focused on equipping the child with the proper life skills to survive and prosper in their community and future eventualities that might occur. Attachment Relationships Bowlby’s theory, of attachment, states that every child’s preference, to attachment, is an innate quality that does not need development after birth, but it even exists before birth especially between the mother and the father if he is actively involved, in the prenatal stages of the infant’s life. It postulates that this orientation to forming bonds or attachments is a survival instinct coined from united we stand and divided we fall. This intrinsic aspect of attachment does not explain why some individuals with a normal upbringing tend to portray characteristics of affectionless psychopath. In other instances, the theory does not explain why individuals lacking initial maternal or paternal attachment fail to demonstrate inadequacies exhibited by other people who have gone undergone the same deprivation. Bowlby’s theory is not a simplistic one because it delves to explain many aspects of human attachments and their consequences. Humans can have multiple attachments, but of different magnitudes like the one that exists between a mother and child and the mother and father. These two types of attachments are strong, but they cannot be described as being the same. A difference also exists between attachments between a mother and her children because they all exist at the different level, but hard to distinguish or quantify. Multiple attachments can only exist theoretically because they cannot be proved practically. Individuals claiming to posses multiple attachments do have a clear distinction between the purposes of their emotions (Fonagy, 2010). Bowlby’s theory of attachment can be said to be universal because it applies to the interactions that exist between humans, which are constant in all individuals irrespective of their cultural or social background. The relationships that people forge, early in life, critical determinants of the relationships that we form later on life as adults. A person who has experienced traumatic relationships with his or her parents or the community is bound to be deficient in forming meaningful relationship with other people. These types of people are bound to be loners or psychopaths who have a hard time socializing with people. Negative experiences, involving relationships with other people in early life, affects our ability in relating with what other people are going through, which is essential in forming relationships. On the hand, individuals who have healthy relationships from the onset of life exhibit favorable relationship forming patterns that enable them to socialize and interact with people successfully. The early relationships we form, in life, contribute to the well being of our social life and success, in life, especially where social aspects are determinant factors to be considered. References. Shaffer D. R & Kipp K (2009). Developmental Psychology: Childhood and Adolescence. 8Th Edition. London: Cengage Learning, 2009. Caroll D. W. (2007). Psychology of Language. Illustrated 5Th Edition. London: Cengage Learning, 2007. Lee J. W. (2005). Psychology of Gender Identity: Nova Biomedical. Illustrated Edition. Nova Publishers, 2005. Fonagy P. (2010). Attachment Theory and Psychology. Other Press, LLC, 2010. Read More