Early Years Language Development

Drawing on workplace experiences, critically analyse the
role of language in the development of children’s thinking.

During the course of this assignment, the perspectives and debates related to cognitive power will be discussed, whilst evaluating the contributions of key theorists.
The sequential development of linguistic competency will also be examined and the link between language and cognitive development will be discussed.

Cognitive development is about the way a person’s thought processes develop.   It is about the way thinking is organised.   (Tassoni, Beith & Eldridge, 2000).
Cognitive development covers thinking, reasoning, problem-solving, memory, aspects of perception through the senses, concept formation, concentration, attention, and many other mental functions.   (O’Hagan & Smith, 1999).
These intellectual processes or cognitive components are inter-related, and are defined during the next part of the assignment;
Memory involves the ability to recall or retrieve information stored in the mind.   Memory skills involve recalling information on past experiences, events, actions or feelings, recognising information and making connections with previous experiences, and predicting – that is, using past information in order to anticipate future events.   (Hilgard, 1996).   Many cognitive processes involve all three memory skills.
Within the workplace, it is important to encourage children’s memory and recall; this enables a child to make the most of learning opportunities.
“Adults should draw children’s attention to the links with the past and help develop memory and encourage children themselves to make the connections.”   (O’Hagan & Smith, 1999, p7).

Perception is how people extract information from the world around them.   Research into how babies perceive the world around them has revealed that they are far more able to make use of their surrounding environment than had ever before been realised.   (O’Hagan & Smith, 1999).   It is therefore...