7. Children can learn a foreign
language naturally through
consistent exposure,
interaction, and meaningful
experiences
Young children learn
best through play,
exploration, and hands-
on activities.
Natural Language
Acquisition
Play-Based Learning
8. Connecting language
learning to real-life
situations and contexts
helps children understand
and remember vocabulary
and grammar rules better.
Using visual aids, gestures,
and other sensory stimuli
can reinforce language
learning and cater to
different learning styles.
Contextual Learning
Visual and Multisensory
Learning
14. 1. Sensori-Motor Stage (0-2 y.o)
Characteristics and Developmental Changes:
• The infant knows the world through their movements
and sensations.
• Children learn about the world through basic actions
such as sucking, grasping, looking, and listening.
• Infants learn that things continue to exist even though
they cannot be seen (object permanence).
• They are separate beings from the people and objects
around them.
• They realize that their actions can cause things to
happen in the world around them.
15. 2. Pre-Operational Stage (2 to 7 y.o)
Major Characteristics and Developmental Changes:
• Children begin to think symbolically and learn to
use words and pictures to represent objects.
• Children at this stage tend to be egocentric and
struggle to see things from the perspective of
others.
• While they are getting better with language and
thinking, they still tend to think about things in
very concrete terms.
16. 3. Concrete Operational Stage (7 to 11 y.o)
Major Characteristics and Developmental Changes:
• During this stage, children begin to thinking logically
about concrete events
• They begin to understand the concept of
conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for
example
• Their thinking becomes more logical and organized,
but still very concrete
• Children begin using inductive logic, or reasoning
from specific information to a general principle.
17. 4. Formal Operational Stage (11 y.o & above)
Major Characteristics and Developmental Changes:
• At this stage, the adolescent or young adult begins
to think abstractly and reason about hypothetical
problems
• Abstract thought emerges
• Teens begin to think more about moral,
philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a
general principle to specific information.
18. Piaget‘s concept of development process of
understanding working of the child‘s mind can be
helpful to those who are involved in teaching and
other educational practices.
19. By using Piaget‘s theory in the classroom, teachers
and students benefit in several ways. Teachers
develop a better understanding of their students‘
thinking. They can also align their teaching strategies
with their students‘ cognitive level (e.g. motivational
set, modeling, and construct knowledge).
20.
21. Lev Vygotsky studied how language developed in children. He
agreed that children’s curious ways gave them the ability to learn
language skills at an early age. Highlights the important role
teachers and parents play in the cognitive development of the
child.
22.
23.
24. Theory of Cognitive Development, proposed by Jerome Bruner, is a
framework that focuses on how children actively construct
knowledge and understanding of the world around them. Here are
the key components of Bruner's theory: Spiral Curriculum, Three
Modes of Representation, discovery learning, scaffolding, social
interactions and cultural influences.
25.
26. • Best known for his theory of
multiple intelligences; Frames
of Mind: The Theory of Multiple
Intelligences (1983)
• Humans have different ways of
processing information
• Identified 8 intelligences
27. Every one has
strengths and
weaknesses in various
intelligences
We are ALL smart in
differen ways
28. The theory of Multiple Intelligences
emphasizes the importance of recognizing
and valuing different types of intelligence and
adapting teaching methods to meet the
needs of diverse learners.
29. • Recognizing that each child develops at their own pace (Piaget) and possesses unique cognitive
strengths (Gardner) suggests that language teaching should be tailored to accommodate
diverse learning styles and abilities.
• Applying Vygotsky's idea of scaffolding, teachers can provide appropriate support to help
children learn language just beyond their current level of competence, within their ZPD.
• Bruner's theory of discovery learning suggests that language learning should involve active
exploration and problem-solving, allowing children to construct their understanding of
language through hands-on experiences.
• Gardner's theory highlights the importance of recognizing and nurturing various intelligences,
such as linguistic, spatial, interpersonal, etc., in language teaching, allowing for a more holistic
approach to learning
• Considering the socio-cultural context (Vygotsky) and the importance of meaningful
experiences (Bruner) can guide language teaching methods that incorporate real-life situations
and cultural relevance to enhance language acquisition.
30. • Cameron L. Children learning a foreign language. In: Teaching Languages to Young
Learners. Cambridge Language Teaching Library. Cambridge University Press;
2001:1-20.
• https://www.simplypsychology.org/bruner.html Accessed on 11 March 2024
• https://journal-ems.com/index.php/emsj/article/view/735/665
• Main, P (2023, February 14). Multiple Intelligences - Howard Gardner. Retrieved from
https://www.structural-learning.com/post/multiple-intelligences-howard-gardner
