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to tlle.-Natio qal-.Library.of . ·1 la

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·'37..

3B'. 38.

conune~ciaii~nguage·.deve::\.opment'programs

us8d·.,•••'••~ .-..•'; •• ·...,' ~;•. .· .-; ..51

proqr.euns.dev~lopeC\by preach'oa1 ' . . ,

·p.rlilorui~1 .•;,.~.;.... .';.--.-~.••;;::.'.'~.•:.~•••"

'.~reakdo;m^ofc!at~'ac'~ordih9^to'ty~e^{'o f .} :pr.oqra~·'us ed".,~' ~.,\" ;,,:,,.,.•••.•.: .

:A g o

^{·g r oup •• ••••}~••• •.•. .•• .. ••.•••. . .•'.•' . .-1Gender.•••

~ .i..'.; :.;,; ., .

..R~Sp;ndents-'

. .

with. children of

...

thei~ow'n..

•Numbe r,o f Ch~ldren :.;~. , .

Tab le.

'V

•! I'

iI I n:

IV

.y, . .N~~r ~f',childre~',cif··presch~olage •••..

yI. .' _~~J~·~~·~~', ;~~~,~~~;~:,i.O~~; ^{. •} :,, ~'.:;'~:<;":';" :" . ~:~ . . "

. ,'VI I .Pos t ,~c~ndary'courses or:,~egrEl~1! :'. '

obtained, ,•...,.••••: ,•.••.

"VI II "':.

B~~'~kd'~~: '~~ '·~~·~p~nd;;'ts irl~l~~~'ing' ,'~~ey'

.~hadcp,mple-;etl ",post secondarycourses-or

IX"

::~::/'~~{:;'? :: (S. :: :: : : ':' ; : .: : :

X : . ·h ~~~;:~~~;~;~~~~~~~~~;;~~~~;~~:~~ : ~~

X~I ~!.·· I;ocat1on

^of

SC:h~l

^{•.••.••••• :: .}

.~!ty. .Nu1Uler.~of"Pl!oPleon·s,t~ ft ••••• • .• • ••. ..

:XIV.l.

·.:..,N~e.r, .~f .chi~~re-n

^coin

- ~ttenda.n~e

^{••. .•;'•.:}

·Age:

range·

of ch1id~en'1npre:sch() o l . ."-•.set~1.n~s·:';' ::....~,~'.~.•••".:'~.:.'~:':~:::" '.:

~~~:«;y~:'. ~~~.~~~:~?.~~.~~~~.~ ~~~.'.~~ . '....

··Fie·1~'. tr~~s",

^{.. . •'-J' .:. :'••:.'•••}

~

^{.•','•••::,.:••}

Tbe-".i;'~or~·~nce of.i cingu a ge to tile-.1ea~~inl'J pro~es~,'

ha::~'o~d', bee~' ei;~'~~liSh~d;, .,,~ John':rie~~y (~9'j3) :'PO.i~ts.::·9~'~

· :~

"',1).:

~~%~!.;~21~

':}'~~9~t/,~d ?~~9~~:~e. _a~e,~~e~t,~ca.\'..

1-

.I;,;~ 2;/.:~~~~ot:~.6~n~:~f~~~~; . . ' .. no~_' . . ~:~ <t~;;~~~t

('3) "',Wh ile la ngua ge is,not..thought; ft.is

. necessary forth inki ng as welLas_'for

~\ ' c~l\U!l,~n·icat~.QJt~.;,."(p,.:2 3 0~ . . "

oew'ey; J~~J3r , aleio: .~oin~~: o~t' .t~a~ ~tiil.~ . tti~. prima~~

:--

:mo.~.iv~s.

^,"-

~.~r .·}~P9U~g~ . ,:~.r~e , ~o.:.::i~.ffU~~c~·· t~e

^.

acti~~.~Y ~~_f .

.ot.hez-eand-t.~.e-rt e r.,~~to~mrire~~in.t!mate..soc.table re~~tion~',

w'ith>.i'hem)-','language-~is\'aisd':'~lD~ioyed"^'as''a..."~~nscidus·

?hi~t.' <ifthou~ht~';dkn~lC~o.." C(,,:',;~) \ ~., d~soribe~ ^"

this as"theint~~ lee~ua ~;use'of,la,ng ua g e'.,i · :' .'.

~ ~ ' ·.~~Yg~i~~~ :.{l~~f!J, ~ 'h~~~ 'ho~ usinq,;~,O~d'S·-~~_C.~l'i~ates_ ~he .

' ••J~

".'

'. - .

.... .

^'.;.

-.

:".~"

~'1? ~2".:~:~:: k~ .~ :::: ~<::: ~Z !'~~; ::=~

.4 •'fo~atiq;n ^{possible. ",}Th~ proc:~ss ^of'c;once~t building 11 '.~:"~;

't!he.

c~ild 's--co~struc~~on

^{.o f}

reaiity~.

^{-. ," . ".).:}

'.

,~:: st.utlJ.es·:~~~nd~ct~ b~' . ~~~8~~er, ^.: S ln~l~lr 'a~' :B~vet ;::~:. :~

^..

'~'-~~}.

(n74) al so'l1elllOnstr~t'e'the,rE~ht1on.h1p·be't,wee n.langu a ge ..

<.... . J.

. a n~ .:·~·~a.r~.ln9"

^•

'Thei~"" 'f~ndi~1' ti!'~:" , 'th~ .-o~h!.ldr~~,a·

" re~S~rIng ^{";i ..} ~~e~~~; >~:~~~~~.:;;' : :,~tii~/~~~iBl:i~,~ ~i: ; ' ._>!

:co~~ervat1on(co?cep~::C~~: b.:inn~~~c~~.

b y., te.chIn ?

c':".~.;~

· !~"::$.Etf: t ;~ ~~1~~, r :;~;· f ··· . • ~

Bri.ln~·r.

'(19': 3 ).

c:::ia!iu~' '~hat

-

tbin~i!"CJ: a~;ci reaso~in9 ' ~rG

" .

?'~

" ., :;: : . :~::s,~:~~~toZ::d~~·n~~~~tX··::n~:h::~~::o~j:!: ::':'; ^{" ; -:5}

as aprereCl?i~l.te to~sYJnb0lic..~OUgb.7~ ..

~'

.:

( ;;'

^..

:;,

.",.'.'

t ··

..

-;. . "

, , "

. ' ; .

.\

~':';:~

1

stot~lllentot,theProhln ,,/ .'.

" " '"

• An•exa mination·o! progralll~ and ~aterial s use d 1~

j

pres chobls

.

in the^.

.. .

^,st._John's

^...

ar e a sugg e s t s

^.

^{. ;} a,l ack^.'or

" : s.t'ru~tur~ d programs. :d.signed .. to .'.c11it.t.' -lah gUd9' r:

devel oprne.nt:irl'

':th~ ~e,ai-l~ ' .YiHJ:r~.;

^,"

~le

^most

:. ~res~.hoC?ls

. ..•• . , . . I . "' . ' ..

V:s.it~d:~1;t.~ve:~ev,e.l,o~ed'·o ~Ol l,~ct i Dn of~t~,~t~e,~.ia ls.~~n.d,.' activ~t j,es t:o r theiz; C?wn,use'centeredaround story·.t i me ;...

'.art"

a-~t'i~itie~ '~nd"~"Jjay ' ~c~fvit18B, '-:.tt~.re: : 18

,a

·.i~~ ~f ., '

,sp e dlf,ifi!:dgoal s,'a~d'betiav~,l?ral,~bjectiv~·s.t6'9'~ve:P':l~pC?s~ ;.

~i~ect'i~~ ~r ~d.sirea. . _{outcome~ . to' ~··th es·~} ~'-:~Cti-"i't~'e~:"

.' ,

;,'.;

~c· ~ ...'

<~: ._"

~:" ;

> /

;.';

'~

..~

'.'.".-:'

.'

" '

.... :.;

:,

. .

, _. ' .-' . __ I

Purpose of.t h e'S t u d y' :

.)

. .

' '

d,e.la)"~d. Ba s e d- on.

.:.

Mor~over

^'.'

~hO~'e pr~sCh~O~ WO~ker~':·~~te~i.e,we·~,

,'If' .'n~~d-.__~or, " ".,t y pe -o f-l:ng~age·.eXP~,rien~e. 'p~,:.ram to' SU.ppl~lDe~t ·--the~r own.~e~o_urces.and .gui~.e ;he~"in t~e i r .ende~vo.ur t~.prov ide !~r th e n~eds',~! children·i n·.th ei r

- -.~cor~" ~:specbllY t,base,childre n ~hO are d:.eve.l~pmentallY

-v . . ·.interVie~s at- ~e;Pl~ P~'eSCho~l f~cil'i ties

ⁱⁿSt . John' s ,

.th~s interviewer.feltt)'1~t a.n cce ext en s ive study" was

requi:(e~

^{It o,}

det~r~ine

^{a.ne e d}

fo~ ~o

^,lang'oage

expede~c~~

~r~,?rl!lm·'.::-~"for",u!ie:·~in:.pr.esch~~lS.. ACCO~di'~91

y :

ques~.ion.n~.ire,wa s;de":~loped fO.r.·dist~ib~tlo~:.o p,r eschOdl '.p~rs_~nnel'inall P~e"~thoOl

fad.HUes

i~theprovince.'

, . . . .<', "' .,',,". . : " . -:'"

^}."-~~

"

...

(..;," . j

.<:-..,

',,'-.,

E ' , ',; ,~:~~:;::- ~r~ be!~g~ U~~~'

^{••Wh. t}

ls ~.

^conteryt

c...

t', ....":t,

?~~~ \~.E!,ve,i.o( ~j~~gU,a-ge_

^.:

~_~~,~~i!~,n~.~

^..pac kage"'for use tn.

. ' -.d

'..". . ,... ' pre~chools.,. ",";:-" '1":'

. - - "/i;~

(i>' . : ' . _{~ 'rh~} ~ct~v,'t\> :p~Ck~ge ;o bep~oposed :s~ot i~te'Yll'd

^••..,..

:.~i . .

^:.r..:,

~f~: ^{: ;', '.. ....} ~~~ ^-. ~~:lae~~S·tf:: ~~t~a~:~-.·.d~:~\o~e:. b f: ~~e~~~?o~~ ~~~,r~:~~~

^-

~ ,:~:

^..''-

it:-\ .'-:".'·~ .. '.( . , -. _'::'~.:'.' . . '. : ,.. :.~~.~

~4W~~~VJ~~ji~if~~(.t::;J~~~iL~~l~~~~~;:,.~~L; ~- ;· ~,

This investigator.found' that.Ii.varl e t y' 'o f"programs The Need forpLangua geDeve l op men t prOgram

CO~Pl eme'n"t'_. ex"!s t in g

.

programs devefoped^'. by ~res·c~ool

^.

,

.

Asurvey of~andomlY se~ectedpreschool fac i liti e s in the.city

of

St. John's does seem to indic ate~need fora structu~ed_{. .}'p r og r a m

. _-

,i n th e area^"

of

.l

.

a ngu ag e dewlopment

.

.

.

^. :1:f)

Instea:~

it -is intended.f o r'

us~ ' as

a'

suppl~ment

^to'edsting·

prog~~~s-

^,as:well

a~

^to'

~uggest . ·

dire c t i on to 'a

I ,' . .

comprehens~yea.pproach\to langu ag e dev,el~plllent. It is h'ope d that.t.h.r01;19"h exposure to a'structured lan gu age

,expe r i ence prdgram.a t an'earlyage, children will enter ..

'J " . . " . , ' .

SC~?olbe;.ter equipped to cope'wi~h the entire'curdculum.'

~I:I

...

REVIEW OF RELEVANT LITERA'I'DRE'.

,I, ,

. ',

Before attempting to'develop a \anguag e exp e rience

. ~

pac kage for use i~'preschool~, ~t was.~rst.necess~ry.t.c re-;earch related l1.te.rature in a-number of ar e as, follows:

1. In.orde r to develop a package based on prin,cipl e s.

deriv~~fromresearch in this area, ·t h i s inv,est igator attempted~to determine how children ,acqu i~e.and de veloplangu'age.

since the package' ~i1i be ueed.'in ''"a, pr -es chcc d

~etting "' "it'Was'necessaty to.'~stabli'sh' a.ca~e,for';

larigU~ge, i~~e;~~~ti~~ ' a:~ ~n~':eariy

^age':·

:', 'Of"~ p~rti'~~l~.r::·

.

~~.~:~,'

^the

~'~~~'~t~~ce

^0'£

:'th~ firBt·"ii;;~ ·.y~~ar's ·

" ~t : :,wa~' ':'f·~lt:,\~l;~<' i.n

^{·'or de r.."ec..dev.eiop a}

ri~~'

^{'a nd,}

s~im~'lating :acti~i~Y.:\pack,age·

ⁱⁿ

, t~~ i~'~~.a ,ot, 1.a~gUa.9~

~·ev~ lop~ent.~. ^an"+nve~~i9a~i~n^{-,o f} lenY,irO~m~':lta'l.

'inflU~~,es.,o,n ,~l'!e,'.ac~~.~i~.i~n',and'::developm ent,~f

language would'b'e':of !'.lter e s t ~~.well~

Th'is"monumenta l acccmpLf shment; occ u rs

question'i s:

' ~HOW

^aces

thi~. take~iace? va:ri"o~s

^,the,'o ri e s

.. \, .

have"been put-fo rth butFa s yet the r e is n~.th~ory,.wh.ich .,ad e qu a't e l y e xp l a i ns th e ph enomenon., One is'.inciU :n e d to

.,agree with the.

~ell-known ~S.~OhO~O~i'st

^"'whoI'

P . fOU~

vd a y eof.c LecueaLo n on the sUbje·c t of.lan gua<3e acquisition, re~arked^{.that.'he still' fazoured the .}"Mlr~cie Theors-"

,(c i t e dir' Fry,'19 ~9-, p.35 ) . Systematic"study Lnt.c nov

:recent ende"VOU:l:'..

"','."/'

.:

.:~,-;~

. ... ...

^" .:.,-:' ,

.... :~

':"':, !,~

. .-.:

~<~

"'-

~fC~~£"

/"" , . " ...._~h^..~!'?"r'

,> . .

^O.r~?~

,... . ..

O. ~.'

.

l.~.~quage

^{' .'}

~·acquisition

^"

^-which

^.

^focus

^j

process.\ These are:

(1)

' ~'h~7~Ori.tiC ":'Ory . Whi~l. , m .. irit~in.

~cqui~~ l~n~u~qe, ,t.hZXI\~g~ .a,..'8YS~tem . ,:.';' ;' r,:s~~nse,.~~d:_,re.i~forceme9~..

f1t:

^t~.e·~nVi_~onmen~. cognitireTheory,which"expla~nslanquage,acquisitlon.

~n ·.t~~s

^of

~~~n~·~'iy~·~prm;.eqUiS.it~s .. ^{• .}

·Nativist':,T~eon.,~ .

,W hlch";

!l£lsumes that".lang~ag~.

·ac;quisition:"i s 'simply .t he.dev.elop~e~t' ^of

innate"

·

linguiS~~~

^·..

a~i~·itfes

^{and is-}

~erefore 1:?_~OlOgId~i':

in"': :>

; M~st:·.:~ot~ble' · of ·_ :hhOS~ adVoca~ln9 ' ~ ., b~~~~~.~;i~d;·:i':·

.:,~;:::(~~'i;';~U'9~B;t~:~:~:n,,~~: ::: :::.:::"6:;, ;:1 :'' ,.

^;j,

en~,,~t:~nme~_t'i?:'Sh~Pi.~~.:.lsar.~~~q:,:~~~~rding.to,b~h~Vi~r-ist

:::~:rL:z.P1~'A~·;:~po::.r:~:nd1:·~::i:i~.:~ir:t:;~r:::

···· ·~:::F.~~ ;i ;:~~ 2 t? I? :;$i:·:: .

.~~ilQu,lus-:ret;;ponss',·l e 8.rni nq..~h~n,h e.~l~ im~:

.

~

.It:.is " 'Iily :b ' elief.'·

fhat·.in·::th~~'uni~'~~~ed's~~l1dS

...:': t:~~~rib~.::t~ti:~~l~~~,::·'.~:te~.a~~~~;~t .. tt~~e~~;;s :(~~, .:

·conditioning)';'are.tiheword.s ~fourdictionaries.. .,:

K )·..' , .: ';~~~~~i:':

^lhde

:t~~r~:·: ·,i:~iur~~e'~

^...

::;:;ng~Sh~~ { :.

~r;.-r·'"

: . ;;-.

,iJnpa s sion~d"~,address.are,'but' his.:,.,un,l e ar nEld·

i,;,s , _{, . /i:;-n;~ ~l~ ,,: S} \ : ; t " . t~~~th"!.~y' P~~i7t

~L~;;~'i};d;'h~i¥;;i::"~:;;~,i;·i;;;,,, . ::·;;1 ':'~"\·.";,;':,:;;;i::;);;:,;~~i\,"; '" ._,;,\I,;~:~~ -"\i:"i,!.&i~1

..«:

"

:'. ,...

.:-:,

. ·~~~~~i~ur::~.~~~·di-r:-:d~~'·B~.; {: he~~';" 8xp;ai~ '

the~.:chll~te '.ste:ady:,'iinprovemEl:nt·:-:.1 n

~~~~:~~~~;k~ry~:~~~~~f~:enj~.'::~r~:::.~~k~:I,~

( 5j,: R~~ri'i~'r'~~~~rit'" th~~~~"'re'ma1~~:' :~~igri~u~ -'. . '

:~:i~i~~~::~~'

: '

^i,t.:.,i ~,..,tha~·'" ,~~.,beLn (6f

'.':~o"{i~~"~i~~ <',' a~d" ,' ,~ei'~~oi-'c~~~ri,t::, :·i~e ..

:,e ss e nti~ l'.,cdmpon ents'of:'..be ha v f c r

..:"t.heolY";,-;".-:yet·::neithe r 'moti vation, n r :.:" reinforcement"·.;'i s". essential" 0"

'.'~~arn,ing~,;.; ' ....

.

."-:,-, ~

. .

.

.. _.

_,

·terms of stimulus-response. He

·iancjuage behaviour'in'^{'wh i ch}

~ ·'t'hr~~~~:',~p~rapt! '9on~i~ionlng

't h r ou g h .r~.~p·~~s~ ~e,ne'ral.iz:ation⁰

·

maint.ai~s:

^{...,'\ _ ""}

~ _';" >',~'<" ^{, .. '}

^J'

A-:."ch'll~'acqu:ires ."'verbal,-b e h a';'.i o-u r'" whe n

.- .~:lle~~t';etiy;~'innf~;Je~~ ~_~~:d~aIf; ~;~~~;: ~~o~~

'whic h;';p r odtice:...appr opr:1 a t e .c c nee qde neee. in a

give~"verbal ·oommunity,.::,.':J;n"formulating.,~thi p:

;" ••" '<-.

', ;mYi i ii! P7F~:;t~ n·t~e·th.~:~i~f ·:;~~~;.><~ -: :',,~.<~.,,:~ ,:.~~.t,'.'

... ' : . : :.:;::'

'.:~~.u;cih:;·'(

1:961) "

iJ~"~rit'ic;al':~f.::·a'';be'h~';io~.ai

· . .. theorY_ .

'~f

' ,

·lang\l~.9,e:~acquisi~o~,:·~~d:~~,~7n_:.~~e.f,O.1~:~~i,~9:~r_~~illiS~1

» : ;':J ;q

" 1"""

(11' :f~: ~~g;~:n:i.e,~!.~t ~o ·'r~i nfcir~e · .· ^{' :,i} :.~;

e n · - .

·Th~/.i~~gu'~g~,

..

~th~i::

chi1d'"

ptOd~~'~:~'-'C!~es

' " "-;

not,:,.~,l~ ~ Y s.:.~e,ad.:.to;..,appropriat.e" ~,,, ::~)

.,.:,:

~~;fn6f~~~.C:01~i~~lnei~~:~t~e:r~

. :,-

+.9'./~o

. "..;

> , B~h~vi~~r_:' ~h~·~ri:.·;dO~~" ,~,~,~:~ eXPlain " ' _t~~,: -." . " : : ' - "

;passive'_speech. la nguag e.:that_-;':' 'precedes·~ctive_" ,.:_,~.:_,

. ... ; i ·

~kk~;ii~'i~~,iiii$;:,lJ;';;';J"ii~S";~jj1';)i,,i~d,;i,;.,);,i:i:,,;'~2~i1K,:ti~;T;li,)';L.:,; ",\;;' i.fl",,~J

',':"

' :::tq::·:t~;.~:~U:':~ ".7;:::I~~I~ot~ ; b~t: is; . · o n ^the. . >rj~

·

.

::t~;·i:;;;~E~;~::i:~i~~tB"2:.·

ccns eene:help.'.~t.';·t he",.,st ructurati ~~,:.~haracteri s tic:..of:..

:~ '::?£

.',:.':'1nt~;i~q'e'ncel~'«p">~lL ^{'. ... :'.:..}

:; 1

', . ": ....i )1n~~;;: :· 'd· "tw~.?

^{(1'7' )}

p~~~i; r~q·\·~hen ;'h~ '; \ ;; ' ?f;~

i"k,~ i~&;l~~~~~l~~~~l Jj

. ', • ••• . v ,

(7,-·.If·~·.child 9n1y voc41 hed.~hat,he was

.. '- '. -: ~ fi!_~~i;~~~o ~f~~r~itl~~~~!4~ .tak~:p~im 80~

• '.85),.'.' ' .

. ^~. . i·\ n - . ^{~Plt~ ~~-- the Inade~acy :}

^of'

^{, rein tor~e~ent}

^{the ory . ;,.,}

f.':.: ' "' .":·...

~xpia~n :'ian~~~e ~~quis~~i~n, .any

^{"s.u6h.theori e s}

_{ha;~ be~n}

t · . . ;~:::±;::'~:;~:?;E~:;"j'5E~ :i:r::~ ; :

~: la nguag"e acquisiti onbase'!. on.thebehaviour i ~~ic.modejs at. :

>:.::

',_, " ~ki~~~~ a~d',

.

w·ats~~'.

.

... .

~~.:;..

-

^{,;'.' .}",.

~"1;'

^{• • • -,}

.::·¢Qgriit·i;e. ;b~Qri.;' ·

^{·S·, .'}

j>:".:. . ,.. ::... "..'

!iiF!·>~ 11 ~ ~ II~ ~~ ~ ~, .·. ,:·~

i\,;.' . '.. .'. ^{" P ia g et ~n4} :·I;h.:l~.~~·f;.;.)~ai';t~ln:. ~~~t " '"anguag~: .die~ ·

/

.,'.,'

.'~6;:~::t,~to' ;~pj::m:ha,:,a:hie-:rd~~'~~~~~i~~~h'tom~~:'

'.

.~~i~e::ala~~~~~~eh~~,J~~~:~~ ,t:~~~,,:~~v~e~e~~

~~~~Jh:e~~~~~g :::U:::i;n:e:~o~t. ~;~e :~~u;:i~~

human:language to enable tbe child

to

be g in to.

i\,~,~ :~e , ,~i~itf~gi~O~~;;;;ibal~ ~~~ut'a~~ita,g~h~'~

Lanquaqe might pot bE7

a

,c og n i Uve,'a b,i lity.'•• •X suppose that the closest link between l~nguage arid--int e lligent'activity,de al i ng with,re,a U t y is .to"be found",d1:1ring,the.e.ar lie s t:.'period of la,nguage learning ;:-'a n d th,at,"t he r e f or e PiagetIs

~~:~i::~ '~:e'cS~~~~;~: :~~l~<;~{t~t~~l~~~t~~t~~

'~~~g::;;~.~;~~~~~:~3:~out^',the.~~tu~~',~f ^{human' .'}

that:,:'.

.'

. A~th:O~9h'.'Sh~, s~ress~s 'prio~'~ cogn'~t~~e,' d.ev,~l~pm~nt

^.

.exPl,ld~~ng,:C?h~l,d~e~.,"s,em~,rgld~",ianguage~'~',s he'~~~,tlon~··'th~~

;!==O~[liti~e ' ~:i:;"~~i~~es t'i.orie·

^'_dO:,

,~~t' ~~ccoun,t ·.f~.l.t~.

^for"

.'·i~l'!gu~g.e ae~:i~it~on.: :'SiriC~alr-'de"~~~~i:'0979 l

Re~~~t''studies'''sh~W_that:th~re"are':Closli;l.'links.. between',lql owJ e d ge .i n.' one 'f iel d and'that,'i.n _. _._',,...:.:.._-:---.:.~~.,....,---anQ.th~:r:,~ '--buL....they,~_.-'! l ~.Q~stlow~tJ'!~t,.:..~h,a_t._,w~;-~

', ' ' . ' ~ ,:! niti ally'.described.~s·.univ~rsal C09,:\itive' structures, are·.more properl y ,cons i d e r ed::as .symptoms of,'e v e n,'mo r e'ge!!.~ral"'structures;~:.• Li,ngulstic,:structures,may,wen, ,b e yet.'a not h e r symptom ofthe:ve ry general /,un i versalcog~iti,ve struc~J.1r~s~·":,..(P.,147") "

!.iacnama~a':( 1972f:ar gu e s that,cognitio~"is not.only·a , .

prere~iSi~e ~a ''larigUa~~ :,~cqu~~iti~ri b~t acd6u-~ts' '~or, i't;'

'~ -,H~ l~;~:: ..'

::i.~'·hav~ con~in~'~liy~ 'insis't~~ : 'on ' ,

toe

·Chit.~:S

po s s essin g·.'n on nrigu isti,c cognitive 'proce~ses bl'!forehe"l e arns,,t hei r,'linguist,tc -s i gna l ., •.••, X ',acc~Pt,PlagetIe.tl\ests"that chl~drengradually

develo:pmany'of.tihe cognitive,str~ctureB,'which they"'emp l oy:in ~sBociationwi t h',languj!ge~.'.• .:All:,th'at,is'neededtormy'po s i tion'i s, that·,t he .

development:of'those beefc cognitive structures"

"t o..which I 'referred Sh"O~~~.~'.precede,:,,~~~

'/ d~-~elopment " ~~"."

^the..

co~resp~n~l~~ ;in9ui~tic

^.

'~'''-.. ,s tru ct ure s.. (p. 11),' )

Fodor (1966) also"acknowl e dge sthe\ r Ol eof cognition

;:', in language ac qui. ition ",{e n he points

o~&t...:-..-~

^,

v ,../. , .. ,th.chil.;'u~t; b~in9to ·th. ·'.n,u~~.-'~a~in. \

.... X . . ··.

^{situation .IIOl:ll.e:amount} ·ot.intrins ic structure.

Th is structu.re:l:Ilay~take the form of:retat ively' deta i le d.a ndlangua g e.sp e c l tJ..cin f orm a tio n abou t . :\. th e/ki nd ot_gr a llUDatic a l .sy s t e m- 'that under lie s'

. :'.\.: . . ~~~~ra;ni~~~:~~~m ' ~~~~n:~~:~~=t:: ~~ ~~e~i~:

...\ eXperi en ce doe s so~on the'})asis,Of 'p r inc i pl e s

..\ :'~;:riea:c~·:·:~~?~h'e t~~.~lVi:':·b~~Pl;L:h· .. ~y',._.~~;; .' -"

. '\' . ~~~~~~;~ lr;;&ai;f~uci~"il.:~~d-~~lri~A~le~r~~~~:-~~: .

.., :.child.,br ings,'"'to··the 'p robl em:,ot,

masteri~g

^{:h is}

: \ .: ···im:~;~:;i9::; . . _{'::~p~:~e~ . c~niu~~ · ~~7} ^.. _{i.i~+ ;} ^{, ...}

. \.

,.1·~~9~~g.e.,.·,:l e~.~~ciri9 :

^...

J~_ ._.-.t:h~\:;

^..

,:c~r~ain :ab 7 ~ i.~.i.~S.

^and

.~ \~ . ,' : ::~::r::~:~::::~ijl:'::.:jn~~~ 7~jt· .a: ^i~:~~ble

.\' >'.. ':'.':~~~r~~{~edr;:i~ID~~:~i~~:~~h:~6~~v~~~:f~~'''~~f a~~--. :r~..

^'.,

-.stable world, with objects:and events.and.buaen. .participants,'a nd, he-must·be able.to·engage.i n .socia l--i nte r act i o n,:.t or';,the, ach i eve ment' ot . , -;varlous personal;a·nd-'i n t e rp e r s on a l goals.' (p ,-.-.'

S'l . .

' , I .. . .. ' ..

Itseelllsto me that't he child·is.born not with-a

set~of l.inguisticcategod~s-.butwitlfsome:sort .; ... . .:: :

~·._·i~f::eo:c~ss~teCsh,a~t:m.~~~ :.~i~:!~~ioc::u;::s:~~~

^.r·

pr oce s s,li ngu ist-i e

da:aO jPPO ,

^{8T- 88),. ,.. ..}

Accor~ing to.Sl ob i n (1979 two tac:ors la ngu ag e acquisition inehi1dre : ,

1) ,

Intrdndividua~

^{facto s- -those within}

,'. the child and. is cognitive

capabll1~ie~o. .: ._

•

': , ' ^{;,l:, ;:~:~} ~"" >~:;. ~

Tpose

sO:::~i:::~i:::i:ns'~::::g7!::::::: ~~ · ·~·.t_heOry l~n:Uage aCqui~~tl~~r - th~~ ':f~ilowtnq-, arg.~m~ri~~:

-:1 ) Ell)pliasis ~S p~aced on only one

direction'o~influence",trom,C09nlt~on

·t o·.:._,l a n g u~q e ,. i,9norinq other

'Possiqilitier" -.', '

2)"

;he .,_

ide'a

t.

that

·~~·~ an9u-age· ·

^1S'"

~

ma n i t e s t a t]i on.-,o f::mo r e ·general cogqitiv~ st ruct ur e s,:~oes.-not:take into'",ace ount.\t h at language,cons titut e s

a-,_n~ro_~lem-space."of itso",~. · _ .' ;.

3)

c~gnitl';'e~ : '.tJ~on- · : b -" con-ce'r~~d

^i'

Wi~h

·a bst;: r.ac t .or~anization,al ,s t r..uc t ur es ·/

:Wh1s:h'over"';'sh~doWa ree,eg n! ti c n·oftge :role,::'o f,specrific mental.l?toces~~s~. eu eh.as.'inf o rma tio n' getting'sYf?te ms ,

·,··att~12ti.Cin",arid:rnell:'0 r y',.all of'whi~h. ..:..:,~eL\~~,O.~~l.

: ' , t1

:'larigu~~,:a~quis:~'~,iO~.,~^_"..

'4 )' ~ognitivethe'1rymod e lsdo,not,capt ur e"

other wa y s,,'c J1, lldr e n' neve.of.c~mcept building,arid furthermore;,these other kinds.

ot

"concep t s'andcategori.es,nav e di,rect.':paral-lels, in ·'..chi l d r e n's li ngu isti c,knoWl'edge .

,.; ... .

\ ..

.

cognitive

>

th~ories underestimate'.'

a:

..·Child~s.knowledgeOfthe-s oc i a l'.world

.And'

the.

cont r i butio ns'ot t his.soc i a l

underst:anding't olanguage,development.

''-'( RICe,,&,,~elllper ~i\'1984), ....' " ..':

,) . :-,. ~"

' \

. . . ~. . . .

N~t.iVis~/heOry,',ass~m,e~. :~ha~:"..l~n~t!ge.,i,s,det~~i ~ed

:from'·. with~n

^'the:,

~h il~-

^and:

,that" la~g~~g~ ~c~is,ition,

^is'the

m'at~r;at'i6na'1 _.

_"

;:'~nfoldiitg " '~f::.

^irinate.

'l'ingUi~t~~'~

..

'~b! Utie'~

'. .

.. . - . -

.

^{- .}

ea c:1I,~l1ild'rnus~..l~ar~_^the.sP,e~lfic:d'et~il:&.:..O_.f't~_e_language' of

h~S,

^{cul ture}

': ~~e

^{'a b i lit y}

' to> lea~n:,langu~~e '

^is

-' lmla~~ .~nd

, "; ' , ~:

".

..'.".;-", ',- :'~.,"."'-~" ^,,' ,-', , '::

.'

'.b'i o log i c al.in_6r igil)_.:·,:'Ac c o rding:t.oLenneberg,'(1967):

.~ " '

^••

" W~' ',.~~'s.~'. ::a~su~e . ~ ' ~~O_~-~gi;ai':- '~~t:ix ~ ~ith"

..'s pe cifiab l e, character,istics,that dete~ine&-,t h e o\,lt !=ome''of,any_treatmen~~eo.wbi~h-tpe'organism is,'s1,J.bj e cted.• •.with"respect'-,to-l a ng u a ge; we'

.shoufd-like , to know~,hownarrowly defined the.

bi'o l ogical mat r hl: is.-.~',Atpresent we'have only indir /!,ct,c l ue s-..(langu a g e,univers als,.ccueen·a ge

for'l~nguageonset"-an d a universal strategy fqr

la nguage,acquisition).:'and.these point tci.great '.-s p ec if ic i.t y·; ,of;.the'underlying,1D:Bt r i x .•, . There ar e many reas on sto beli.e:ve-t ha t"t be processes by"',whi ch',-the realiz e d ,:-ou t e r,structure, of a .na t u ral language come s about,as,deeply-rooted , species~speci fic , innate ,'p r oper ties of'-'man's

~iological'neeue e,~ (p: 394~ .

.

^", '- ' ,, ' '-

... ..,...

A.m~j or''9,r,i,ti ci-sm of 't he inDAte theory'of lan9'uag~

' \

^{' \}

.

;~:u~:~i·~~:ntc~:::;i~gi~~e ~:;u;:~ s: l~~~~~:~ :\

that·the Child.brings to lailguagelearninq and how detdled,a n d specific-isthe"inb a t e_$chama"

that qra4uaUy. becomes more explicit .and differentiatedBsthe child barns,the-lS'i'guaga?

For,-t he present,ve cannot'come'at all .creee tGi makinga.hypothesis about innate, schemata theot"

~bco~~~'forde::l~~~t ~n:' l:~:;:;Ca6:1~1~io~~

~~"1. ' , , " "

t-enn eber g.(19671'alsO,"sees lanqua9~as:art !!.sped\. ot:

thebi ol o g i cai natlire'of'-men ,1'(lLenneberg argues that,whi le

I /'

acq u{sit 'ion.:is_that :i t_ too '9ftenisol,atesla"!9u~g~'

lear~ln~!~~m,

^other

a~ea~ ,

^of-knowl.dqe.a nd troll._t he

' soci~­

cUltural·:,envir~~ment. ^{of a} child.~ R~i::entstudies ^have"'

assu~e.d ari " lnte~a~~i~~1st a_~p~oa(;h :t~, 'la,ng~age 'dev~lopment and' :

~e~09;;l:ze:''t ha t::-l1n9-ui~t~c:/ 'S~~ial:. and''c e;tg nltive:

"doma ins.'

o~- ,-;unctl~n~'~9" , ,~~e,'"b1ghiy , ·i~terreh:te~ ~ .

^{Huma n}

'. - , ', ;" , -'j ,

'ar e~~olo'glcallY-predlspo~,edto

:,,':

, .'.:.'.~

,

..' ou r qenet1c end~'WmentB ^{must be cultivated by an"}

environment,c on sis t i ng of people"

~bject~ ,

^{:and,a c ti ons,}

t~erebi , .

making development

P08s~ble,

. .

thrO~gh inter~c~ion.

. ' ,

scn l e sing e t (19 76 " in.~is oussing ~he ro;J.e .of

, . ' "

cog,niH.ve·.·de;-e l opme nr ,~n~ .~\nguistic.Inp~~ i~'·i ~nguage 'acq\1isld.?~" poi~tsout that:

rn .

~SyC:hological'" " theo~i.zi'ng, \8 ,

^{in,'mos t}

end eavoursI>~1t h·~sually J10t wise to.~sidew~th the:extremists...I'"therefo:r;.epropos,e,thatit.is

not"eH:.lu~r"cogni tiv Q.:davel.opm ent,or linguistic

inputwhich"dUe~in,e,s" .linguisH-c,g r owt h . bu:tan.

-.interactIon'betweell.::::these"factors ,·,.whicll,wil l· .al~ost",cert~inly"reyeal·,~tself..tc) be much ne e-e. compl~x^{:',t han,".}t~e:,'^..'~bove.^{"dis cuss ion mak es-'. it.-:}.~,t:r

,:" :p~e,a·r-.::(P·~:,,1.6.?),::-:·:':,:'~'':'.:· .',""',,~" :::' .:.'. '::,"'~.'"

schl edn~e~ i 197')a~.o· ~~yS

^..

:.i~ogn.itiVe ·developm~nt ·m~

^•

fa'.cilitate the'~peratio,i^'o't iinqui~tiblinput ;,~^..'Jhe le~s6ns^'

"lea~~~~

^{.'by -'€1l:e',}

Chi~~\ :".1n

"h is '

i~ter~citi~~

^{''\"it h:'}

. :·,t~e

^..''

.

^{, " , " \}

e.~,~lx::~~~~n~sUbseque~~lY.:c.on~er~e, ~n~th~se'~el~~ ~~S'~rc;'

the'language,de&crl~ingthis'envi ronmen~n (p•.1;66~.'

.':,"

BrUrier ' :(:~9)'~f ' ~~~~e ·'.:t~~i~~",r,~'ff1e~t t:he ~co ' ne~~i:~n

:

~etwe~n"

^{in! an.t·s,..}

:.~,~~;o~~:<.a"nd ,

^;t}1,e'

'be9in~inq ,o~ .· .~.u.age ,. '

.mdntal~S"~h'ilt,~tii~dren,:~re',inher~tlYYso:.iabl~^{art9,th is}

. _p;o'v~~es

,lDot i v a'tion

fO~··.~,t~~~Ii~~"

^,to'

cotnmu~icate

^•.

,.'~·i~ner:' Iconc:iludes ,, ~~~t. c~~i~re~ ?',~e~~~e ,

^..

l~nguag~:

^.-

~se;~

^{"th roUli h'}

iQtera~tio~:: wi ~~ . '.~the~~.

^;',

.;,~~~rt~~rm6~.e:,·

^h,e'.

~~~tes, '~~~~ i

Th~'f~ct~)'C;f"la'ngii~g~"~c;JuisiH~n·'·.~~~id~6t',1:>e:.

..u ,,t hey.are-unless.~,fundamental.cca cepu a..,abou t.:"

.:."

,:~t~~~: "~:~1:;f~;~~~ i·:~~,;;;,;}·~;1~h~~i,~,~~~~r~6

..'_this":perhap s,"the proviso'·that't hes e",-co nc epts

mus t,~be,'ones'th~t· :a~e'-.deve19ped, in·'mut ualit y

·"'.it~a:sp~ker,..,o f,th~-;.':la~9U:age...",(P,';.6)

"

..

-:

';".

" .,<-;

",'

.',

tn th is Brunn echoes yygotskJ,(1962) wlio'lfla i n t alns

"the ,prinC\pal.~(Jnct1on ?f,' :s P'!e Ch ,·In.bot tt e.hl 1cir~n lind adults,-Le cClIDlun i c a t ion, 's o ci al ccntac e. Th e:e'lIr ll e st speech of the

·chil d

.La there fq, re es~nti~l i.;c s'oci lll'" (p •

.

'

... The,I mp0r t a nce 0('the EarlyYeus'..;.,~

. , .. ' An a:-~:~;'~s ^{" .} ;lie l ;portan ce ~t ^the ~.rlif~a;.· to ;

:',~e e~d,~~ t i~n",a,nd,,'~e:-,elop~en:',~~,,t~e,Ch ~ ~d,i s:,n~'u,n i\';, ~,;

"'to't~e,~odern,'w~:f~L' ~:en~y-thr~e ~und~~i:l y~ar':,,;,a~o p~ato

'.~rot"e; ,

,:~~o ' y~~ ^.. ;:~~~ ,~~o~'~en

^..

,~h8 ' th~''-' 'begi~~jing

^i,n,

eve r y .t as k is,the.chief

th~ng,

^{especially for'}

any creature'tbat is,you ng,andtend er?,For 'i<.

is then,·tllat it,is,best ,_olde4and tak e s the impressi on ~hat· one wis h es to stamp upo n:i'1' (cited in'H~~i1ton,'cairns.~ l.961,.p. 624) ."

, .: Plato even sugges'ts'tha t •s'pec ia l care be given

.

"l~ ':' pr~,n . an,~ ,w~,~~n :,~~' "e~;~r~' be~ ~'~lt1v~,~1on o~

^a

gr~CiOUs,

, ~ brigh"t,.:and se r e ne sp i ri~"',( ci t e d .inHamil ton ' cairns., '..

, ',:' 19~1-'"

p ' :

i3~S)'#' , .: , ... .

" . • In'th~^'mid,

i: 7th

centurY c~menius, "'ritin~ ⁱⁿ ~ ^.

SchoO l:Qf Inf.!!';~Y~(~628)"ecv ccaeee "The H~t;-he[. S~hool'!,

, ,',.•,', ' , ' J "

r~the fi rs~'six years of I'He".?occo r ding t9C?meni us th e earliesteduc~tio~.of:th~ child is the most impor: tll nt

; ..', " , "

.

^{" " .}

.

^{'" , "} '~' ^" ,

in' that ,acqui~ed ~n t~e earl~,ye~r s ,are:.'

.,.!

.School of

hie.book,

.' I

'come'ni ue-,."1n

.ed u~.~tQr^{",J Ph'a,im} ,~~st~oz~ {:.·))el,,~e.'ied.:in,:,t qe,"'~at~ra ~.

~.~oo~~es~

^"O'f"

'~he" '~hir~ ' an d ' _'~d~~ate~'

a'

n'atu~al : e~~~ati~n

···· t ~:. ~:[:t,~:~,]i~ ~;T':f~f~

i~" the eaby''.y~8~S, .-.,p'es.~aio'zii;',stress~d'

I / .

. ,

main~~i'ns;:th"'t:

^{.' .}

. y "', ....'. ..

^'.J,.',

:EVei~on~"::'knowe ' .

^tha.t'

whate~er di~p~~itiori

^the

..'. ' "---.:-..b ra n'c he s'of·"a ri.ol d't r e e possesses, they''mus t . '..n4;lcessari.1y'have,-b e e n.so formed.ft"om the t:irst' .~ ..growth. The,a n i ma l ,.unless it·rec e dv e in its

~very U·rst,·t:or1llation,t he foundations ofall.,its members; no one,.:exps cts ,t h a t .i~ would eve r

" receive'~helll.··for.·Wl)o",can amend that,which was

bornllama, blind,;..d~fective ,'Or deformed ? ,Ma n;.-_

;~~r~~ri~~~ sft~ui~eb:~~~::~:;~ f~::~~i~:., ~~c~;o~~

~:r~ught..to

be

^{:t ftroughpU\ ~is ~~?1e lif e. (p,}

Rousseau fSEm1l.8." 'pub lis hed in 1m;'.al~.o stressed

"

/~'he i~portanceOf "educ'atiob i~

^early-c h il dhOOd. AC'co·t ding.

"t o.

·'-R.o~~s~au,

^{.,(191 1 );:.."the 'ear lie st',}

edu~ation ~i5

^.,mos't.

1mp~rt.~~t ^{. . •} ~.~d:, :1~

^'.,

~ndoubtedlY' ~i~: , w6~~~

^I

~

^:"

,~~~k"

^{..(P:'--..',.-,}

~l:,'

~R~tr~~e~~ >f~~;'~~ , ~.~i~~~e~:

^{'·in.,'a llowl rlg:}

chi,id~en t~ ' d;~7~OP'

. '. ;::::~;!:n:~tf r:::a:::·:.~;::.·~::::::cla~hP~:::r::rou:: .

·. . m~;~t~::~:~:!:r '~~~ . pow.[L ~ . • gr.~i.st lgo;: '· ....

That,'man,lstruly:',tree,wh o:·.des,~reswhat he.-is:.

·,ab l e.t~'perform ,.·and,d oeS'.what he"desi re s, This' ',ls,my'fundalllental ma xim-.''":.App l,.y,lt to.ch ildh ood',

.t (;\:::.-::,~he ', ~:~~'~:S' ,~'~" :,~~ca~~.~n" ~p.~ing

^{-.trom it,.}

"',

'~ntluen,~~"" ~~~~.; 'wr4t~~gs

^.'Of:

Rou~'s~au~

^.

t:~e' 'swl~~

. : .',-:,.',:: : ,r ".. .. .

, ; { '

~~~~,i!;ti,':H~;:\kQ,; ^{;. ;)}::.}

,

. '

ofJroviding the nece s sary ·s t i mulo!!lt,i on. ee child's potentia l to be fu lly,developed dur ing-.

.,th e fi r st yearsof li fe.

In the book en~itled, liow Ger t r ude Te a ? h e s Her

<,' ~, pUbl~ shed in 1801, Pestal o zziw~;ei , I nowtr i e d to find outthe,e xa ct.t .Ime when the .~~ child firstbegan_to lear n, and soon convinced myself tha t this coi ncide d with .t n e ho ur of birth. Fr om the moment when he is_first sensitj.yeto external impressions'nature becomes his ceecner-. The beg i nl?-ing of Hfe is nothing other,tha n the 'd a wn i ng capacity_f-or re c e i v i ng ,these impres sions... (Green,.19 1~," p,.86) \ .

Frederick Froebel, a German eeuceecr, is rega'rded

as

the "Fa,thar of

Kinde,:rga~ten"

^and'

mU~h

^of(present'

'd~Y

·p r a c.t f c,e' 'in_early-Ch ild ho od""e du c a t i o n is based;'dn 'h i s.

'.'

~hi~QS~PhY

^__,

,_Froe_b~L" /l~.~?·) ', · ~~i~' :·c~i/d?z:1. l~e,~~n. ~'r~_en .,,~:

...they'~:'p~?(Si~al~~',~.nV~lV.~d:,in~,aqt~v.itY ·a~~;

. .

s~res~ed.ene:'

use.',

of

p~ay:,a s _a ~et?Od Of ~:stru~t:~'on~ Play,'acc~-rd i:n<;j\. ' .'.,'F r oe b ei'>.'··

a~l~WS

^{:.'·f o r·}

deve~~p~en~:

^.of

"~il1lu itan~OUslY ' ~'ivi~~' ~~~

^child

· know~'edge'-·and·:'~xper'~~nces.

FrOebel·.~e~t

^that-e Ince t.he

,e~r iy

^{years of.'llf.e is} :h~ tim~.^{wh'eha chl'ld,f i r s t.eXPfrience.s'}a'zi1interp~ets~h~' envi ~o'nment, .thes~".years are- crucia L Froebel (lB87) co n t e nd ed-' ~h a t:

At 't h i s stage' ot dEivel'opment the YOl,lng' and \

.i~~;k,i~~g) ;huamn~n thf:·~;::

^i/sin

~~;l~~n:s~u~~~~

^_.

^{.';- <: '- :}

, ~;~ t~~e'

^WaO{:;st

f~~c~s;t~~ga;~ivl~~~oJ?i;~~ ctsii~~" , 'S

Does..·~he:·"not ,. indEi.ed,:,such".I n.. (abs o-r bj' tl)e \'1

c,o~d i ~ i 9n_.o f,surrou~d ing hum~n·.' be i ~gs7::...,. i^l:

, A"t'

:t-his'-st'ag~:t he,h~~a~,:.:b~f~g;" :ab~,orb~·and '.--",.

.,takes ,in_only.:diversity.frcm·w.itho,U~l·~'~.-,'Fo r~t,his

' ::,-: " 'j

r~a"s~m'eye~ this',firs;t-:st~ge.-C,f.~~.V_~l?~,~~n:~,~,s. ;V~

: :. , - :. ..;...:..:' .. - . ' , . - , ., : . .• . :. .' . ' . • : . , :.,. ..• , . . : . : ' . : . . . . •, :.,., ..' , , ': : ,: , .: ; . . : : , . . : .:., . . . .•., . . , . :. . ' , ,, . , . . : : . . , .•... . . ... ,: . . '.., ";, . .•, . ,':' . .' . . ' . . • . . .. ;:;..':• . . · .,.,",; . . ,i, '~

i~k~;~.:i\ti~~l.:~~ij~·.;~.~~:~:~;"::·,;\:}~~;:';:;~;,i:L:~~:;!:}~/:>~{~:~:::·;i:J.~\;~,~;~:'.~·:~-:~; ~·~{~~'J/{;jj~;f,;

^{. ,., ..}

~

^....:

~~W

of 't h e utmost importa nce"f o r the present and lat e r lite of the human being. It is highly .important foraa n's pres e n t and lat e,r lifetha t at thi s stag e'he absorbs nothing:lIlor b i d, low.

mean; noth i ng ambiguous, no t h ing--bad••• rer , alasl . Oft'sn the whole life of'lIa n is not sufficient to et'face,wh a t he ha s absorbed' in. childh o od, the imp r e s sio n f;" of early,.yo uth, simply becaue e'~hi s whole be ing, lIke e.large ey e, alll it were, was open - to them and whol ly qiy enup tothem. (p: 24)

Thephil oso p h y of'Marh,Mo~tessorl ^{as well, ha s h.a d} tremendous,In flu e n c e 'On_\

edl,1Cati~na~~t'Bms"

^for

yo~ng

"

.

chIldren . Dr.,Monte s s oriw~ sthe first woman tore c e i ve a

med i c.al"e e ae e e [,romthe universit~of Rome i!lndshe began h~r,W?rkwith y~u~g chiidre n in't he ~~rlY·19 0 ~·:s. The ...'tirs~'~'C:hi~d;;:en I'~::Ho u s e ",was~ ,e·~tabiisMd i~.·.^{R.Ome'i n\901 ..' ,.'}

'::.::Ci7:it;~,:c:;.~h· :::~~::~:: i;:r:tr·:::t::_~:~ ~

.··...ctli.ldr en'_..House". was.sc'aled:t:0 _~he,C;hlld_~s~.ph'ys i c al....

'

. n.. dsD:~ ~I;t~2::t:~: :~::n~:~,~::'t'~~:~U~~t:~:::::~~:/ -

.ac~ording:-

to.

s~ecidp~rlod5~of:~~~~ti~ity,'.ir.1i.~.-t~e;e-f~r~;'

: .s.~~s0r.:, . st~,~u lation : d~~ig.~ed ' ~q

^{." .}

r~~i.~~ . , th~ ~hl~id),

^.:"

perception'of the world'must ,be 'intr~~u~ed during:'this,".: C·r1 t i~al·'pe dod·'(c or.car·a n. ~976) :. ,.' .. • -'-

i;~;!!~%~~l~~;~~g~;~:~ ;~·· .

~ ^{:.>:':- ':,' ".,:~ ." :,, ·..}

^to;'

^{. ~o~r ye~r~}

^..

:'.ap~ro)Ci~~,~!.~YI : .~~ '~.~ha,~act~Z:.ize~ ,.bY.. !~.T~~'­

',.::: '.':.,..~.~.,,",'.'.'"":.',·,:develOPtlient of.lSyrnb~ll,C.functloni!fg.,::~Thb'.isa,.Pl!:riod:"o,~,

; •...': " " . '.

'. lny~st19.t~~~ · Of t~. .~~ironm;;~~ ·· '~d ^'.

^play..

~.~ome. a

. .. -_primary'too~'for~dap~ation~ .

..,':.

".'j

.~.

.c':~~:

";'~

'<':D2~

.\,~,.' :.~'::~

;".'>'"

':.•.0

.

'.

, .

.

^.

:"":." , ~64) a swiss'psychologistconstructed

~

^{a theory at}

c09ni~ive

growth based'on tour developmental'. 's t a g e s . The'rt'rst.two stages ar e.concerned with'.·t h"e

pres~ho~lyearsandare there'f.ore pertinent to this study . These two stages~reas follows:

,~- The/ser:as~rirn.otor.perio(d,.lll.s t \ ng,frombirth to eighteen months, covers a p~rio.d·oftran.!i.ition froma reality that only is self,.to a.reality tha,t.includes ot h e rs

a~d

^'the

·enviromnen~.

^'·-The.··.p r a c t i c a l'kn owi edge

Wh.iC,~

^,

/ ".' ,

const.i~,~~~sJ.~~.e ~~1?struc,u~~:,,0£ later..reP:t:esent;-:,~ ion~l knowledge isdevelopeq,Auring this,st age .

. .': .

.. ...

^\

.-:..~,:--Tha··p.r-eoper~tiDna.l per~od, las t.lng'ir'oltl,t wo

~i",..t'

I '.,"'~^'..

'. 'exp~'~ienced^{:,wi thi n,.a}'..conceptual.':a~d'',r~ti~nal"

1t'framework,"whi~h'..enri.ches't.heunqerstanding of . .them ••'.,.l a n gu a ge_..arcne:;i s·.Jlot t'e8pDilsiblB""t~r .these;._t r a n s f orma tions.i .:symbolic'play,:a ppea r s .,a t,",a b ou t·,.u b e ~B ame.:time',"ae language-but

i~ !~).'>¥I ~;" ,;:::£~ ,~: ~i:'~:~i=;::,~~&;l ~

dgnifIc'ance in the young..child's

It'

.'is a ecuree'o f',pe r s ona l,cognitive

._ . , " " equ_ally..,p e r s o n a l -r ep r e s e nt ati ve schelllat1zat1onfjo~,(p-."8 9 )

I ' ', ',: .: .-,., . • ' _ .- •

p~agetl;s"~ognit,i~e.~eve~op~e~t~~ ~e~~,~~$ se~i~us :implica t i ons for·t h o s e',conQ~rned:'~ith,the education of young children. .'Ea r'l y c h i l dh o'6d,':is.'a t ime.whe~ ~he':

founda-tions:.of leat':ni'ng.are laid. Enrich~d-educa t-i onal

e~pe~ienc:e~" du~ing

^the,'ea'rly

:t:~ars

^'Of

l~fe ar~'-,cry6i~l>

^to

the growth .a nd d~velop~ent

, .:ot,

:t h",Ch il,d:' FUrthermore, give n .the iinportance- o t languag~,'.thr oug hou t_:Hf e,

. ., ' . " , .

1~r'\g\i~ge;, " "'1)'eh~';i~~<,i s ,:-:..~~.'^{.". ' .} environment::.And th'at'environm~ntai

'.'

. . ~:e'~t~st .' . " ', _ ',: "'dur{~9"':' ,, '''', "'. :, ~he-" t. :· ',ear~y . ... a~d

^{~!~.-':mor e" ra'Pid...:}

i.nte~1:ige^..~~e.-d.ev~~~~ent,. ^{-. :_..' . , .. ' .:•.'.': :}

'rhe"p.l ~~de~',~~por.t'_t1~.6.7),.'?~~Itons~.~le for.-_ou,tliri~ ng.

.

:the·~e·~~~.a~iona~, i~p:~~~~+o~s _~,f~~_y~r~n~_e~~~~, ,~~~l~~nc~,_

^..

o~

.

:,S:_Ch~Ol.'_',~~_!-"fO~~,~.c~",: ~,oted ::

^{,t h a t}

'., ~~.n.7~ ·: l~n9~aq~~:~layS,

^:

a :. .

.",ce~tra~,'ro~~,'{n',l"farning~_·th~'. _~~,~~lopm,ent of,-lan~~~ge_'.is:'.

: ::::~:~·' ::n::q:d::::~:n~i;q:<O::~:"·dr=::~:?~:~:i:::~::~ . .. . , .

·t~~;.'a·~es-':of·:"~,,'and:

'5, :

intervention.'~hould",take'

gf?::, ' .

^{.o'- .' .''..}

:,)~~~ ~'~:·:~~~;·~ble

^•.

:~'e,, ~~~o~:~:::"~:~~~~~s /Jt;,~t: ": "

\; ,.".. ..;.,.' ", .,--:." '.,-... \ .:~.,...

/:'

::': > ., ' :.... . .. . " '. , ';"

':'-·~i~~~£:i~i}~~::.'~D>;~:;:~:.tL:~~i';;i~;:;:~~;;:;~~t~:i',~;l~r~'r,~tj)(ii&~~~l ,~.~iHi:~:,;;;~~'j~~d{,;~iL::~~:~:;:;k.:,:\:" i~~:£0~;:',:?1lJ

.,';,

:'2 2

. . . " ' ,' " >.. . ... ... . ', " :,t '" .' , , :., : -::

,--,-~-,---" :~,,,~re, ~r~q ~ <--. m-':n ."; ~---"- la""n nd'?9,u;f~em.pls~.t~"j:rtSf~~n~6v;;t:?ti~

language, are best' m_de :as ear,ly':'a s po s sibl,e•• ••The argument,thus' eads to 'the conclu sio n' ',t h a t .eLnce 'd e v'e l o pme n t.'in commu n i c atio n beqi:%Js'inthe.earliest.,ye a r s , " one way in,which',the,'c c ne e q u e ne ea;.ot,"soc l a l depriva~ion-carr, be overc ome,is to providericher 'ex pe z-Le noe·:a s a o o n as'children ar e.,rea dy't o r'.

nurs e,ry 'e?ucation• .(PO' 119),

Woodhead' (1.'97 6 ), in'his re p or t on ,t he Nati onal"

Founda t f,on -'fo,r' Educational

.

" : .

.

^.','

pro.ject;ma,intatn s.'t hat :

.-

..

':~

H,

th~n,~,we:wo~~d'_,re~t~re our:·cbiid~en:·.

^to'a

true,' .higher'"_spiritual,:arid.Lrmezlite, we·.muat

.

::~~~~~'ag,:~~~~~.,,; ·~~,tu;~~~~~~::~l~~i~~~ : +:~~ . '~~ .' " :~ '. "

feeling,••:•~nstea.d'we put an end:to:budding,life

'. b;~~ :.;c~~.~. 'r~;~~' '. r~:~n~l~y,~O:::tev~nrd : _~~i9~~~~·

strives,t ofr e e it·selt;· ('pp~.2.~.~.'.·219)

Froeb~l': : '1~~7)' . ~~~Ii .·~n to,"·~a.y'

^.th'at ,ch ildr en win _.

~XPf~sS ~h~mse~'~es . ii'at~ra,i~y . and'." cr~a~iv·eiY , "w~re '

^{we net;}

.!gno~a~tiy,i, l untiTllj-sO:.:man~^.tend~nci~s.Ln,our:chil~renor

"~t~r;;·t-ng'.

them'

'in~o' in~ni~i~R"~ '

^.(.P.•..

:2~~) .

Never-t h e:.l ess ,

,iw~'-"·~~P~ct·

.:

'o~~: Chi~:~~~".,::~";h~.· h'a~e , ~r.~wn

^-

UP'~c; .ba'~ren' 'an~'"

emPt/ ,:ot-.

f~~t'ing ~

^:.

'~o uride~litan( 'poets

^-.

~nd ', nai~~e'

^a't'.-

a.~: -: .~~':-:

.';~ter,~~~i~'~·;'~:::·~'~·; ~·i·#~)

...:.., '...

~,

.; '.

. . . ~b:or~:k:~::let: ... ,:~:t~t,of:~g:;;~~~::r~:::h]::L~~_<~~:_~

..wi t h'·his.:~·E7~v,!ronJ!l:en~.·:~dux:ln~..^the,.'~~rmativ~,':y.ea:rs . ::She,'.~';^.".'.

>(

m~i~tained ~tha~ '. ~~e '·. !~~~iie~tual " pote~tia-i

^of..t;he

C;;tiii~ .. .. ,', .:

>'-

d~~ kre::',: sti:~~la'ted'

^.'.or:

'li~it'ec{," by> :;~e" "~~~i~;;~rri~Pt,

^{.:..:,0.'.::;}

.e~p'ec,iallY··-"^..:du'r i n g·:,~h.e^..f~r~t^..·~:ix:,·.·:x.~ar'~

" . __

~~! .',':l ~ f~.::.

i::::~;ii~\:~::;h:t:::~?::e:::::l~:o:::eC:~l: . ::e:: ...

·. ~~~el::et~~~:~~:~~to:~ :~:~:n!l;~t:o;:::~:~; ·.i.s. e;iden~ ..

in'~~2Di:j9Stt:·· M:::r·~i:g2:!4)eU::~::·t:::·~e -:

~hdertake,n,',on.behalf;ot,the·: .reconstrt;iction of·~, · . scipiety',is.the.reconstruct!/m,of.education., ^{I t:}

:must',bE!'brought'about b.ygiving,the.G:h ildr e n,: t h e.

:.i~~ ~r;",n1t"~nt;.~ha:t i~;.adapted'to.~heir,1ife~'(p"

,

'. '

.' '

, .

' .

.

;~:stai~i:l '~!;t,~:~i~~o~~~~;i'~'t:.. ' n~~"

·

·.~~o;~~,:,t !':,n~;~o,~,. ' ~f

^.

~~v;~~n:en~i~.

circ~~·llnces is'required.ee forC,eche-

"Ci c commo d,a:t1v,e"...irio~Hficatio ns 'o f I schemat~,.t iheti-constitute.d€lVe1.opment. ThuSI,th~"more'.new, th.ings

.e

child"ha s' ..seen:and:beee-d.themore"ne w~hings:he',

;~d:~~:~~~~~d"~;~f:~i;~~i~n~~:ll~tn~~,,:/ .:

has..coped:wi th,th,e grea te r Is.his '

cll:P';lcit:t:':f or.cop 1.n.g.· "

'Pi~'get ",~}::~~~e : ~'f,.: ~.rgan.l.sm-~~y.~:r~h~,n: ,iri't,e-~act'lon':

^.

areas.'follows :,:~'. .

A'~'p;~o'pr"/ate ~·~"~·:~':~i'~t·'·l~~,~·.· ^an__ d

oPI?:0rtunity,.tp.exe.r<:l,se'schemata,ate

·required"fori".the ..sUJ;Vival,of"both r~f:l.e~i:ve,.an,~:.a.~q,u~~e~,':~,~.h~ma~~:,^{::\ ::.}

.New:':'accommodative'.-mod if-icati on s .and'

.:,'

~~~em,:~:~.~;;:~:l~~u ~'~~:~

¹

~;~:ifO~~ti6~

J;p J e asu r'e , ""hlch,pr cmcc ee the.ir"

·rehearsal inpr a c t i c e play.

a..

-rIch and st~mulating ~nv~r~~llnent','as a fa e.tor:Ln mental q.eve lop"!nent.ot tb echild . II("discussing,this the me

·i'~.pi~g,et , s w~rk,.^{Hunt:C19 6l )'}'sa~s:

Piaget·,,s 'con~ ~p~ion' of orlifanism- e nviro nmen t -..

i'lTt e r a c t i o n':t h r o u g h:' assimila tion and'.

acccramcdatrLcn is ne ithar,heredit",rian nor,Ls.it' environmentali'stic; 'it ,i s both•. The.rol e,of .'genetic,'influence.Ls.never denie d,,but"it fa ll s .far,shor~',of.be ing 'th~.who le" story'."..What varia~ions'i llthe environment doiQ to.r c r c ethe' .c h ildf"to,cope wit h,t h i s ,va r i a tion,'and",.i n t he _.c.oping ,:·to"mo.difythe st ructu res.".Th i s,later,'I s accommodation,:and·the modifications are'·t he n assimilated't h r ough,r,e,pe t i d ori,'i n practice,play~

(p".258)··"' ,.-'"

".:> ' .. ,, ', '" ' '' ' ' '.

• H~~t: :~" <.i~6~·)' ,.~~tliries :~'h'r~~' ·P~i~.b'i~l~~· .' ~'~~'nd'.

.

..

Acccrd~n\.:~o

Be r n s t e i n

(197~ '1

"the r e'

ar~

^:wo

'tY~~-;' ~L­

"spe e c hCod.e~--elabo.rated..and restricted. El~9or~t.ed .co~es

>.

ori~nt the childt?wards univer.salistic~eaninqBin.~hlch' prin cip l es and o'perations are .a de" ll n q u l s tic ai l Y:

explici~.

^{e re.}

leSS ':t~~d

^{to a}

~iven COrit~x~

^and

~hEire.fore

ar eava~ lable:t oall.#ec a u gethe princip~~s'an~_ope r ations h~ve^{been made}.e xp,l1c lt.a nd" publ i c • .Restricted"pedes ,-,"~n ...T'!":

the

.~th.er .

^{han d, orient}

:~·he .

^{thild'towar-ds} pafticti'.hlrfs tl c -.

t:.~.'

mea n i ng s Ih-

w~ ich

^{principles and ,}opera"tions are ":

::~~" \<~:~'~i

.

]iih~~i~ticallY'

^'.

' i~P;lCi~/:, :ar~':' ~tI\ore "::~'o~~ext

^.

~ound. : >a ~d'/' .;.~~

.;;"t:r/.'~~

.'

. . ...

.One of'th e'er recce of the'class·systetll.is tha t·it· .:::.-.~; .:~

l1.~it:~. ~,c~e5~\O ela~~orated ~'odea."

^{:rh oa e}

wh~ .haye a.~ces;( "·

to_~laborated.,.c Ode s ,

by

virt ue'

o"r ·,

belongi~_9.·,'·.to a..

.

~

pa rt i cula r

sodal ·.Cl~·SS, h~ve · an )d:';a n~l\?e :~ver th~;e· ~ho

to t!'le ski ll s .ns c sss a n;. .'f o r school

" success•.

810 ; 111

(1965)'~ :

^{citing ev idence'}

i;!,II V~~ioas st~~es,

.;

conclud~d t~at' .

^{" .}

- . t~;

"

~nv~romnent.-

"; . " -

and~speciallY

- "^the-.:-^{'eKol y}- -^. -.enV iron~e ~t ."ha,li.a'B7gnifi.can~_e.~tect,on.,the ~~ve~~PlDen t . .ot.th~ Child~',Su~por.t.tor .t~ iscan,be.ftJ~nd.in'st ud i es of".'

;S}' :':.f.S::$:;:~;i~i':~;~:i;;E:i: · ~ . .

':''c f t e d',,i rl:':8lo'o~:'(1965)":c~n'clU"ed th~t,,,.,heredita.~Y.' mak~1Jp::--

".. ".:

"i~c~~·.~a,~ ~e~ ,.:"~;:, :'~i'~i l~:r'·: en~~~~~.t+~ts'

^.

'~'~~~1t.~'

^.

·ih ·~~

^•.

ir " Se '.·.d; .-.ml·t~.l .·.r ".y ~_<"·

-. ' ..

:.',~~'v.eis:·'o f,:geo.e r a I::in·te'lli~e.ri~~':"~h,(le',s i'lIIii ar

· ...

~.ma~e~p· ·ac~.~~p'~,nie~

^{..by,diss.iJl!}ila."r'

env~:onni~~t~_.,re~i.i~ts

^'in

"

d_i~.~.~~e~~: }.~~e.~~~,: O.f :ge~~r1}.nt~i.:i~ence ;-:: ~rt~e~':'s~pp~r~ J

^.:

-cen be.found in studies bY.Ki rk (l958).and Lee (.19.51) .i n

W~iCh,.;~h~~.n

^.

7~ :.~/)ntra~t,in~ envi~on~~~ts .~"e~e.,;~~e~t,ediy'

st~died•..' The"evidence."fr otll.·the s e'studies.make'.it cl e a r .t J:1at' the..en';i.ronJD~nt,.,h.a s'a·;,s igni fi cant.eff.ec~ ,o n,.t~e .

.de~elopine~t 'o f . slelectE!~· 'char'~cte;is:tlc'~ ~'

'f!sp ec i a ll y'in'th e.

.'. '.. .. . "':.:.'>.

~

^{"_. ; -:..'.'}

identifies thre-e",reasons ·f o r ·..t~e,··

"a ~d.\

" : " :', "': ... ' , .:

when.1;.hey first'.go.to school and may need:._to have

(~)

^{Because of}

·th~

sequentit'f

na~ure

^-o r "';"

rauch, 'o f nueen. de v e lopme nt , each characteristic.is.built on.a base of that sallie characteristic at an earlier-

time, 'o n.·th e b a s ~-,ot 'other

characteristics which precede i t_in development. Th,erefore,.:,de v elopme nt at'one period'i s, in'part, in fl ue nc e d

eIl~~r'l~er\u~riv:;oP:~~ta ~~~~~i~~ : t~~

^.

na tUre of later_.-y,' development._{" '. '.} . . (3) Lea~~g',th~O~

:p"ai nts .

tothe effect~

of earner-learningon,l ate r le a x:n i ng ,

.in·'that _Cirst..'l~a rn i ng, ta ke s.place',

more·e as ily.-than.a.late~.one.that.is Inte:rfe,red .wi't h'by .B"a r l i e r,'har hi ng .

;~eir~~~:~~innue~~i~i~;~ :. t~~ " ~:~;~ '

^'I

lea r n i n g. "( p:'2 1 ~ )' - . - , '.

.

t~e deV~lop~~nt ~f' ~:uman ~nt~i-li~:~c~'; '~~:

^{'i s}

:'bf ·.p~rticula~.:' ·

"

im.~ort~nc~

_peevdde

. , '

_goo~

'' ,

ⁱⁿmodels of fanguag.e·^{.-t h '=l-,}

··~"ai:'ly

^{,,,, ,years .} and^'.The'a~le^'·

e~vi~~nri;~rit ~us~'

1"ein'force~ent

and '.

prac.tie::e.,·''r ot'

the

chil~, in order t~-""la y the found a t i onsf~r''int.~llec.tualgrowth.'

The,

PIOwdE!I'l:~epo.rt (~'67)

^{no'ted"'t ha t lr.c·hildren who}

ar e brought·up'i n·a·home'background 'where the~^{fo rms of '}

.:.

SP~~!=lh .

^are'

r~stri~te~

^.ere

~~ a,c:ons;~erable

disadvantage

domain's are.rec,ogn'1zed .as' be,i ng h.i9h ly. in t e r r e le te d• .Wh il e people are' biol09ic;ally.;pr e d i s po s ed to l~~rn~

•la n g u a g e ,".g en e t i c..facto:.s, nurtured by II' ri c h lind. s~imu l a t~'ng··la ng ulIge.; en.vir~nment,' .a k e ..s:JQve.lo~men~

poss ib le.

.The,year s b.etween.

hirt~ a~ive ' ~r~ ~~~i al

^ta

le a,r.n i !,9,

and. .espec~lly.

^{to.th e.}

d~~10·p~en~ .\~ langU~~e . ·

. ... :zi;;Yf;f\f:i;2:?7$\;;;::;~ ·.·.

shOuld:',b~~"plaC~d,..'en,pr e;yi,dir\9'~<::stirnu lati~g.,l ang u a fd e.

e~viron~en<

du'ri hg,:he

·pre~~~.~Oci·l^{years .. : .}

..Tl}e'qua ~ i ty of th.e language·env i ~ontnelit. espec~al.lr· during'th;e first.liy~~·ye~.r:; hastreme"ndo.l1s.impact,on:the qU~lity ^'of la~guage.Sk i'll S.acqu.ire~^"by.the,~hil~. ^The pre~chool ^setting. st~ ffed ^by ~ow·ledeJeabl~ and creati ve

p~oPle' c~n.

^{pla y an bllpor:ant..role·}

In 'pro~~~inq-

^{'a nur}t"uri ng envire ns e ne .

:,

..

^'

CHA~".--I:I:r METHODOIOGY

Qef.\nitiQ~of pre§~ool

Fo r th~ pUfpose of,t h i s study the term'"presch0.3 ~"

r-er ere to day .c are.centier-e , nu r-aer-y. school s a~_

".p,~eSC;hOolS. Thechil~ren'are care.dfo r·in , a groupse~'ting

wh i ch'e~ourages the phy s i c al, 's o c i al; emo t i on a l and .cognit!ve

develo~~e~:. P~

^{the child.}

Scop e and Limi t ati on s

I

is fpCiJ~edon preschoo l seitt.ings in.this:

""Res~lts^."~ann~t::'·^b·e··.·gen e r a,l ii "e d ''1:: 0 i::i~h~r

. ,:'. 1 · . . . . > . < .. ,. ... .. .. ,

. ..

^;