Draws implications for the teaching and learning of writing from the language acquisition of children, based on the contention that human capacities for acquiring language do not change qualitatively as people mature. (DD)

Ostensive definitions of words are ambiguities as to their referent. In a study of infant-mother dyads engaged in looking at picture books, 95 percent of ostensive definitions referred to the whole object depicted rather than parts, attributes, or actions. When parts were named, ambiguity was avoided by naming the part and the whole. (PJM)

The development of communication ability between very young children is examined. (JD)

The relationship of play and language to development of the sense of self is examined. The value of playful, affectively charged interchanges between caregivers and children is highlighted, and guidelines are established to determine a child's level of development. An intervention model is proposed for children developmentally delayed in terms of…

This paper provides a brief outline of some of the constituents of speech, language, and universal stages of the development of talking in children up to the age of 2 1/2 years. Mention is made of theories put forward to account for universal aspects of speech and language development; recent research into the way adults talk to very small…

Presents four articles in the context of workshop discussions on characteristics of environments that promote language development: (1) "Children's Conversations: Why are They Important?"; (2) "Ways of Talking: Respecting Differences"; (3) Paul's Talk: Teachers and Parents Look at a Child's Language"; and (4) "In the…

This book is designed to provide practical advice to parents and educators on the language acquisition process. Citing numerous case studies and anecdotal examples, it explains how children learn to talk and acquire language. Chapter 1 serves as an introduction to language acquisition, explaining the components, forms, and structure of language.…

Challenges the belief in contemporary English language teaching that students should be exposed to authentic or natural language focused on achieving practical purposes, and draws some lessons from the classroom from the way young children play with language. (15 references) (Author/CK)

Drawing from experiences in teaching kindergarten teachers in Saudi Arabia to conduct "sharing time" or "show and tell" sessions, discusses the activity's affective and cognitive value, indicating that teacher and peer feedback promotes language development and the growth of curiosity and inquisitiveness. Makes practical…

L. S. Vygotsky's book "Mind in Society" was published more than 50 years ago in Russia, but it is now being recognized as relevant to contemporary research in child development because of the areas of investigation that he suggested. Vygotsky views children as active participants in their own learning and suggests that researchers…