Progress theory

The progress hypothesis is highly helpful in understanding how children learn and develop, and how their routes can be consoled. The majority of these views agree that both experience and biological variables have a role in children’s developmental growth. Furthermore, protective and risk variables contribute to growth and are modified by intervention activities. The avoidance approach emphasizes a foundation of support and services designed to replace health development. On the contrary, early childhood development theories provide a framework for thinking, expanding, and learning. Further, the approaches motivate the mind of children, drive their behaviors, and create a trusting relationship with their caregivers. Importantly, it is the role of parents and teachers to understand that application of language theories on early childhood explains how children learn the language they need to be skillful in reading and communication. Moreover, the language development theories during infancy improve the behavioral and interactional practices on children at an early stage.

Theories and concepts that are specific to language development during infancy through early childhood.

The theory of attachment, explains the development of relationships between the mother and the child (Trumbull, & Farr, 2005). Moreover, the theory document the unfavorable influence upon the growth of infancy ensuing from parental separation and dispossession. Interestingly, the theory of attachment develops before a child is born where the mothers develop feelings for their unborn child. The attachment theory is along life process that involves both independence and intimacy. Application of this approach helps the infancy to get ready to learn new sign of language development and assist in early brain development during the most initial year of life. In the first two months after birth, the infant learns to signal the parent and the caregiver respond to the baby by giving them food and comfort. Furthermore, the quality of developing specific language during infancy, impede the ability of infants to control conscious mental states especially when a parent respond dependably to the babies signal (Mitchel, Myles, & Marsden, 2013). In this case, the infant is in a position to cultivate a sense of capability and enjoys universal interface. Eventually, the baby grows the perception of confident base performance, which helps him or her to endeavor out from the parents to securely discover the world.

Relatively, cognition theory is the activity, process, and product of the mind that help infants to develop over a sequence of the stage in which new material from experience is taken in and understood. Interestingly the first childhood stages comprise, sensory-motor and preoperational periods (Mitchel, Myles, & Marsden, 2013). During the scene of Sensory-motor, the kids are in a position to learn how to organize and can duplicate actions, which are enjoyable. Comparatively, they are in a place to understand a symbol of a word and present objects. In this case, even when the object does not exist, the child is in a position to comprehend the concept of object permanence. On the contrary, during the preoperational period, kids engaged in a pretend play and can pronounce the word mummy or daddy; however, they are unable to take the view of another individual (Otto, 2017). According to cognitive theory, kids learn through new evidence, which improves to change in their previous knowledge and understanding. For instance, if a kid’s practice has been with a minor white cat, a child might be sure that all cats are white, have four legs, meows and are small. On the other hand, when he or she encounters a black cat he or she can take in the new material and change his or her current representation so that it can make sense.

References

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. Routledge.

Otto, B. W. (2017). Language development in early childhood education. Pearson.

Trumbull, E., & Farr, B. (2005). Language and learning: What teachers need to know. Christopher-Gordon.