3. I have nothing else to do, nowhere
Oral language I’d rather be.
involves listening I’m fully devoted to being with you.
Listen…
Children need unconditional
devotion not unconditional
approval .
The psychologist Urie
Bronfenbrenner says that the one
indispensable condition for a
child’s successful upbringing is that
at least one adult must be
absolutely crazy about that child.
4. The mind
• The society contribute to the way a child’s mind
work.
• According to Vygotsky; children could not learn
logical thinking without having mastered language.
5. Development and maturation
• Maturation does not totally determine
development. (Vygotsky)
• Think about students that are 4 to 5 years old
and may not have the skills that we may
expect them to have before entering school.
6. The role of language in development.
• Language plays a greater role in cognition.
Language is an actual mechanism for
thinking, a mental tool. (Vygotsky)
• Language has 2 roles: it is instrumental in the
development of cognition and it is also part of
cognitive processing.
7. Language: a mental tool
• Language makes thinking more abstract, flexible
and independent from the immediate stimuli.
• When children use symbols (letters) and concepts
(rhyming) to think, they no longer need to have
an object in order to think about it.
• Language allows children to
imagine, manipulate, create new ideas and share
those ideas with others.
8. Mental tool for mastering behavior
Remembering and thinking Reacting by stimuli
• Language plays a large role • Without mental
in what we remember and tools, humans would be
how we remember. limited to reacting to the
• Language can be used to environment as animals do.
create strategies for the • Children need to practice
mastery of many mental mental exercise in order to
functions such a develop a higher level of
attention, memory, feelings thinking and that can be
and problem solving. possible by using language.
9. To acquire higher mental functions the child must
have already learned the basic mental tools of his/her
culture.
Lower mental functions Higher mental functions
• Biological heritage. • Influenced by factors
• Not all develop the same • Quality of language
level. environment.
• The problem may be • Social context; school
organic and due to the • Needs special support. It
underdevelopment of, or will not happen just by
damage to a particular area dropping child in the
of the brain. setting.
10. Higher mental functions are deliberate
Nondeliberate Behavior Deliberate Behavior
• Sorting: Child can find a • Sorting: Child can search for
hidden figure in a picture. the hidden figure ignoring
• Can not listen to the other distracting figures.
teacher when other • Listens to the teacher and
children are talking. blocks other distracting
• Begins building with blocks noises.
that are the nearest at hand • Begins building with blocks
and keeps stacking them on using a mental plan, so
top of each other with not blocks that will be best for
idea what the structure is the future structure are
going to be. chosen.
11. Mediation is an essential characteristic
of higher mental function
Nonmediated behavior Mediated behavior
• Trying to remember a • Saying the names of the
complicated dance pattern steps to yourself such as
you have just watched. “two right, three left, kick”
• Trying to visually estimate • Counting the items using
the number of items. strategies.
• Blurting out your comment • Holding up your hand as a
after the teacher’s sign that you are ready to
questions. answer the question.
13. Differentiating
• Often children with neurological or sensory conditions
exhibit symptoms similar to those of children with no
such conditions who have been subject to cultural
deprivation or educational neglect.
• Differentiated diagnoses of these cases is critical for
planning successful instructional interventions.
• Vygotsky higher mental functions involve logic, abstract
thinking, and self-reflection.
• He believes that with exposure. All humans are capable
of developing it.
14. Significance of oral language
• Language skills are important in order to make
connections with others and understand
experiences.
• Majority of vocabulary derives from experiences.
• Teach the essentials of oral language to build
upon it for a higher mental development.
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15. When can I promote oral
language?
Anytime
Asking and answering questions
Pair conversations
Trantitions
Center time/activities
Giving students opportunities to speak
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16. Functions
• Oral language is the foundation of
literacy.
• Building a child's oral language skills will
ultimately improve her reading skills as
well.
8
17. Teaching
• We are expected to teach all the basics,
exposure is the key.
• We must understand that Knowledge is
as important as skills.
• Teaching it is a serious work, not a
chance by product of learning skills.
• Remember that the basis is the
foundation in learning.
