Children should be exposed to a rich linguistic environment, but language learning tasks cannot and should not be optimally ordered. (DD)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (HTH)

Outlines some of the problems children encounter while developing communicative competency. Discusses ways to assess an individual child's communicative abilities and the ways that language development research can help teachers enhance those abilities. (HTH)

Examines children's progression in the use of humor in language from taking folktales seriously, to using humor for shock, to using humor to alter social environments. (HTH)

Examines psychologist David R. Olson's current work on children's language development and its possible educational implications. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development…

Encourages teachers to evaluate the appropriateness of language activities in the light of the language competencies children possess. (DD)

In Shakespeare's "As You Like It," Jaques offers the image of the world--or society--as a stage on which "one man in his time plays many parts." The question is: how does he (or she) know how to play those parts? Jaques seems to be suggesting that individuals are the creation of society, and the parts they play are written in…

Examines the linguistic experimentation of children in three different age groups by means of their use of word games. (HTH)

Recalls childhood experiences which influenced the author in becoming a writer and a teacher. Explores the symbolic power humans wield with language, which extends from a single word to a phrase to a whole story. (MG)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Urges teachers to leave an expressive domain for the young child's writing, in which the audience is the young child. (DD)

An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)