Do Scaffolded Interactions Support Children Language Development Case Study

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1. How do “scaffolded interactions” support children’s language development? Give an example.
• Scaffolding represents the helpful interactions between children and adults that enable the child to do something outside of their independent levels. Due to preschoolers’ increased language competencies, the linguistic scaffolding appropriate for interacting with preschool children is different from that used with infants and toddlers. The basic approach involves recognizing the child’s zone of proximal development. This helps support the child’s participation on a higher level. Scaffolded interactions provide support for children as they communicate so that their messages are sent and received effectively. It is also important that you use active
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Also, in the classroom, children must learn to wait to speak and must observe rules for classroom participation and speaking. Whereas, at home, parents can use questioning, expansion, extension, and can share storybook experiences.

4. What factors in the preschool environment influence children’s language acquisition?
• The factors in the preschool environment that influence children’s language acquisition is the group size of the class, the teacher’s theoretical perspectives, the length of the day, the materials and activities that are provided, and opportunities for conversation and social interaction throughout the day.

5. Why should “developmental charts” on language development be used with caution by preschool
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Children were asked to provide the oral language or role-specific puppets in selected settings. The three setting included a family or home setting, a doctor’s office, and a classroom. Anderson concluded that the children’s competency in language was not consistent across settings. Children in her study seemed to acquire the family register the most easily, followed by the doctor register, and then the classroom register. Anderson found that the children indicated the various roles first through prosodic features and that the children’s topics of conversation and vocabulary varied with the setting. This study provides evidence that children are acquiring pragmatic language knowledge during the preschool—primary years. The ability to tailor one’s speech to fit the social and linguistic context is an important development in becoming able to communicate effectively in a variety of

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