The document discusses several theories of child development and their implications for language education. It describes Piaget's view that children should engage in self-directed learning tasks appropriate to their developmental level. Vygotsky's theory emphasizes social learning and the role of language as a thinking tool. Bruner's concept of scaffolding notes cognitive development occurs through language and simplified tasks broken into smaller steps with adult guidance. Routines and a spiral curriculum that exposes topics in multiple ways and links old and new information are also discussed.

1. Theories of child development Practice II, 2011

2. Methodology Methodology is based on theory and research. If teachers understand how children learn, they can use this info to make their classes more effective. Textbooks and curricula are based on theories of child development.

3. Piaget and the language classroom Children should only do tasks they are ready for. Children need a physical connection to learning. Lessons shouldn’t be too guided. Children need some place to learn for themselves. They should solve problems, and not just listen and repeat.

4. Lev Vigotsky and the role of language Children use language not only to describe the world but as a thinking tool. Learning is a social activity. YLE’s interaction with adults, learners or older peers is critical for their learning. Tasks a little beyond their learning ability generate a space called zone of proximal development (ZPD).

5. Jerome Bruner SCAFFOLDING: cognitive development takes place through language and in the company of helpful adults. Adults model tasks and let children follow the model. They also simplify them by breaking them down into smaller, easier steps.

6. ROUTINES Children learn through routines. As routines are repeated, children are able to gradually assume more control and responsibility.

7. THE SPIRAL CURRICULUM Children learn best when they are exposed to a subject in many different ways. This is called a spiral curriculum or RECYCLING. Teachers move from simpler concepts to more complex ones. They repeatedly link old information to new information.