Language development plays a crucial role in education. There are several theories that describe how children acquire language skills from an early age through social interactions and environmental stimulation. The document outlines various components and stages of language development from infancy through the emergent literacy stage. It discusses theories such as nativism, behaviorism, and interactionism that explain language acquisition and summarizes several frameworks for understanding the progression of emergent literacy knowledge and skills in young children.

1. Principle of Language
Development

2. LANGUAGE
• A communication system in which a limited
number of signals that can be sounds or
letters or gestures – can be combined
according to agreed – upon rules to
produce an infinite number of messages
(Sigilman & Rider, 2009 in Rungduin &
Rungduin, 2019)

3. Language and Education
• Language development play a crucial role
in education.
• As the principal medium of instruction, it
affects social interaction and all areas of
development.

4. Five Basic Component of
Language
1. Phonemes
- Basic unit of sounds in any given language
2. Morpheme
- Smallest grammatical unit of speech
3. Syntax
- The structure of language
4. Semantics
- The meaning of language
5. Pragmatics
- The use or application of language

5. Theories of Language
Development
Early theories suggest that children acquire
language through imitation (Menyuk &
Brisk, 2005).
- Nativist Perspective
- Cognitive Development theory
- Behaviourist perspective
- Interactionist Theory

6. THE NATIVIST PERSPECTIVE
Noam Chomsky (1965)
- LAGUANGE ACQUISITION DEVICE
(LAD)
- An inborn mechanism that allow infants to
learn and manipulate deep grammatical
structures.
- Universal grammar

7. COGNITIVE DEVELOPMENT
THEORY
• Language development occurs according
to stages of cognitive development.
• Language development occur when an
infant is able to represent symbols.

8. Behaviourist Perspective
• Language is taught through various
reinforcements (De Bot & Shrauf, 2009)
• With continued reinforcement, infants
learn appropriate responses and
behaviours, which lead towards language
development.

9. Behaviourist Perspective
• Positive reinforcement s from caregivers
helps in the process of language
development.

10. Interactionist Perspective
• Language is acquired through social
interactions.
• Communication various social
environments enhances language
acquisition.
• Social interaction helps children acquire
language according to societal and cultural
norms.

11. Stages in Speech Development
1. Primitive or Natural Stage
- Birth to two years
- Characterized by three intellectual
speech function:
a. Emotional Release
b. Social Reaction
c. Substitutes for objects and Desires

12. Stages in Speech Development
2. Naïve Psychology
- Discovery of symbolic function
3. Egocentric Speech
- Produces conceptual and verbal thought.

13. Stages in Speech Development
4. Ingrowth Stage
- Children learn to manipulate language in
their head in the form of soundless
speech, Thinking by means of logical
memory that employs inner signs of
solving problems.

14. EMERGENT LITERACY

15. Emergent Literacy
- Refers to behaviours of very young children which reflected an
understanding of reading and writing when children were not yet
reading and writing in a conventional sense.
Emergent Literacy Knowledge
- what children learn about reading and writing before they are
considered readers and writers.
Emergent Literacy Skills
- Ways children demonstrate knowledge.

16. Emergent Literacy Knowledge as a
Continuum of Development
1. Literacy development begins at an early
age.
2. Oral language skills and written skill are
interrelated.
3. The function and form of literacy are
equally important to the child’s literacy
development

17. Emergent Literacy Knowledge as a
Continuum of Development
4. Stimulation from the environment and
social interaction with adults within
reading and writing contexts provides
opportunities for children to learn.
5. Acquisition of emergent learning
knowledge and skills varies across the
continuum of literacy development.

18. Timing of the Emergent Literacy Stage
Emergent Literacy Stage
- Refers to the period of time during which
children acquire a variety of emergent
literacy knowledge (Rhynet et. Al., 2009).

19. Timing of the Emergent Literacy Stage
• Emergent literacy stage suggests that
there is a period of time in which children
learn skills necessary for reading and
writing.
• Emergent literacy begins at birth.
• It is expected to last until the age five for
normally developing children.

20. Perspectives on the Emergent Literacy Stage
• Early frameworks offered more of a
developmental perspective wherein the
description of changes in children’s
conceptual understanding about reading
and/ or emergent literacy skills were more
general.

21. THREE MAIN PERSPECTIVES ON EMERGENT
LITERACY STAGE
DEVELOPMENTAL PERSPECTIVE
- Provides a general approach to describing changes in children’s
conceptual knowledge about literacy and/ or emergent literacy skills.
COMPONENTS PERSPECTIVE
- Focused on specific knowledge and skills that characterize the
emergent literacy stage.
(1) What do children learn about reading and writing?
(2) How do they demonstrate the knowledge or skill?
CHILD AND ENVIROMENTAL INFLUENCES PERSPECTIVE
- Progression through the different stages is a result of either the child and
environmental factors are acting separately or in complex interaction.

22. THREE MAIN PERSPECTIVES ON EMERGENT
LITERACY STAGE
DEVELOPMENTAL PERSPECTIVE
- Provides a general approach to describing changes in children’s
conceptual knowledge about literacy and/ or emergent literacy skills.
COMPONENTS PERSPECTIVE
- Focused on specific knowledge and skills that characterize the
emergent literacy stage.
(1) What do children learn about reading and writing?
(2) How do they demonstrate the knowledge or skill?
CHILD AND ENVIROMENTAL INFLUENCES PERSPECTIVE
- Progression through the different stages is a result of either the child and
environmental factors are acting separately or in complex interaction.

23. The GOODMAN (1986) Framework
a. Print Awareness
b. Print Awareness in Discourse
c. Functions and Forms of Writing
d. Oral Language to Talk about Written Language
e. Metacognitive and Metalinguistic Awareness about Written
Language

24. The McCormick and Mason
Framework
1. Function of Print
- Understanding of literacy is context-dependent
2. Form of Print
- Children are able to apply phonetic analysis and learn the structure
of prints.
3. Coordination of Function of Print and Form of Print
- They now have clearer and more efficient ways to decode printed
words and also give attention to word meanings.

25. Strommen and Mates (2000)
Framework
1. Reading is one aspect of an interpersonal
routine
2. Readers focus on the book
3. Readers construct a sequenced account.
4. Readers reconstruct a specific account
5. Readers refer to print to reconstruct text.
6. Readers reconstruct texts by using multiple
strategies

26. Van Kleeck Framework
1. First Stage
- Children are exposed to print before they
discover that print is meaningful.
- During shared book reading, print – meaning
relationship can both be observed in the
behaviour of the adult and the child.
- Children learn rhyme and name letters as well
as retell stories using pictures in books.

27. Van Kleeck Framework
2. Second stage
- Early form – meaning correspondence is
acquired while learning about print meaning.
- At this stage, children learn how to write letters
and match these according to their sounds,
create detailed stories, and be able to predict
events in stories even if it is orally read to them.

28. The Storch and Whitehurst
(2002) Framework
This framework is based on the perspective that children
gain knowledge and skills throughout the stage that
influence literacy development later on.
CODE – RELATED SKILLS COMPONENT:
a. Convention of Prints
b. Beginning forms of writing
c. Grapheme knowledge
d. Grapheme – phoneme correspondence
e. Phonological Awareness

29. The Storch and Whitehurst
(2002) Framework
ORAL LANGUAGE SKILLS
a. Semantic Knowledge
b. Syntactic Knowledge
c. Narrative Discourse
d. Conceptual Knowledge

30. The Storch and Whitehurst
(2002) Framework
• These skills are the foundation of conventional literacy
• Code – related skills and oral language skills have a
strong reciprocal relationship during preschool and
kindergarten.
• Code – related skills affect reading development in first
and second grade while oral language skills little to no
influence.
• Oral language skills have indirect effect in reading
comprehension in third and fourth grade.

31. Van Kleeck (1998, 2003)
1. Context Processors
- World knowledge
- Syntactic knowledge
- Narrative development
- Book conventions
- Abstract language
- Functions of prints

32. Van Kleeck (1998, 2003)
2. Meaning Processors
- Includes awareness and vocabulary development
3. Orthographic Processors
- Includes print convention and letter knowledge
4. Phonological Processors
- Syllable segmentation, Rhyming, and phoneme
segmentation