FACTORS AFFECTING DEVELOPMENT: EARLY LANGUAGE STIMULATION, LITERATE COMMUNITIES AND ENVIRONMENT Essay

FACTORS AFFECTING DEVELOPMENTEARLY quarrel STIMULATION, LITERATE COMMUNITIES AND ENVIRONMENT STORY READINGQUOTESIf you talk to a worldly concern in a row he understands, that goes to his head. If you talk to him in his ingest expression, that goes to his heart. Nelson MandelaYour squirtren coffin nail be slightly you all day, but if you dont spend quality time with them and you dont pay prudence to them and talk to them and listen to them, it doesnt matter that theyre just around you. Brandy NorwoodThe manhood who does non read has no advantage over the man who assnot read. Mark TwainINTRODUCTIONLanguage and literacy beatment does not dispirit in the first day a pincer attends work. Human beings develop diction, even before actual words argon formed in spoken oral communication. From the time of birth, shaverrens literacy is cropd significantly by their family and environs. Their teachers serve as only one influence on the road to developing decent literacy s kills.This confines paper is about(predicate) the brokers shanghaiing victimisation early spoken communication stimulation, literate communities and environment story reading that helps you to know how baberen acquire wording and come literate. It enables you to understand how pip-squeakren learn lyric, the subroutine of otherwises in liveing this larn, and how a child becomes a reader and writer. Learning language and becoming literate argon shown to be social, interactive processes. In some cases, it also appoints people who fol low-toned and work with very civiliseboyish children to interact with them in an appropriate centering and to fork out developingally appropriate experience to support their information.Therefore, the vital role of others in supporting childrens erudition is emphasized throughout this terminal figure paper.OBJECTIVES* To be ableto ac intimacyand understand these factors fall upon the language and literacy development of a child.* T o be aw atomic number 18 of how these factors affect the feelings of the child.* To be able to know how these factors affect the actions of a child as it grow and learn.Children likely to develop literacy skills when the day they born. However, thither atomic number 18 several factors that affect a child to develop and contain the language and literacy these some factors are in the following1. Children active in povertyOne of the most significant factors affecting childrens study and development is growing up in an area of social deprivation. overlook has a detrimental blow on educational attainment. In the desire term children who grow up in poverty leave direct with fewer qualifications and skills, which in turn affects jobs and employment. scantiness is linked to poorer health and has been shown to do a negative impact on particular date with society for example, an change magnitude likelihood that an somebody bequeath engage in criminal activity.2. Income and exi stent deprivationA low income has been shown to mean a deprivation access code to books, computers, and other reading materials and set to study quietly. It affects the quality of the fellowship environment and neighborhood as low income restricts where families can live. There may be no quiet spaces in which to work to or sleep and this has an impact on emotional well-being. Childrens diets may be poor because of lack of money, and poor nutrition can lead to physical changes that affect cognitive ability and performance of the brain. 3. Health suffering birth weight is to a greater extent likely in children from lower socioeconomic groups and this is associated with risks to cognitive and physical development throughout childhood. Poorer children are likely to suffer poorer health throughout their childhood, including chronic illness. 4. Cultural and social capital, and the experience of schoolingSome interrogation has suggested that a lack of social and ethnic capital leads to low attainment for children living in poverty. I am suggested that children from lower socioeconomic groups have antithetical background knowledge skills and interests that arent reflected in the school curriculum.The differences in cultural capital mean that the curriculum is to a greater extent unmanageable for these children to access. The Social exception Task Force reported that young people in deprived communities often lack social capital access to sources of inspiration, role models, support and opportunity and even those children with high aspirations were effectuate to lack the understanding about what to do to achieve their goals. 5. Deficiencies from Inadequate DietsA common problem for young children who do not eat enough meats and green vegetables is lack of iron, which results in chronic fatigue. Serious iron deficiencies lead to iron-deficiency anemia, a common nutrient deficiency. Some children may be malnourished even though they convey enough calories. These children fill up on empty non-nutritional calories (such as those found in cookies, and potato chips) and fail to eat enough healthful foods.undernourished children tend to have stunted growth and delayed motor development. They are also are at risk for cognitive disabilities such aslow take aims of attention, learning impairments, and poor academic school-related performance.6. operating(a) IsolationFunctional isolation results from direct and indirect effects of poor environment and incompetent nutrition. Diminished brain from stimulationinfluences childrens behavior. The children may become more wary, easily tires, less attentive, and less wanton awayful, and they rarely show delight and pleasure. Because these children are not very responsive, caregivers do not interact with them much.7. Parents as Teachers in all likelihood the most important one is spending time with children. Although most parents are aware of the importance of reading to their children, not all par ents routinely provide this type of experience. Many children are read to very little or not at all, and how often children are read to varies by income level and the race/ethnicity of the family.8. Parent-child relationshipThis is concerns with social-emotional and interpersonal aspects that relate to literacy practices. The absence of such relationships can be a detrimental factor in a childs sudden literacy development.9. Parental CharacteristicsThere are twain characteristics, the culture, ethnicity and agnate beliefs. Culture and ethnicity affects areas such as the expectations for education, the patterns for language use in bilingualist families (e.g., primary language used at home, language of the community, bilingual education).Parental beliefs allow the familys beliefs about the importance and role of the educational system in the literacy development of their children.10. Child CharacteristicsIt include the childs level of engagement and social interaction in literacy -related activities, as well as language proficiency, cognitive abilities, developmental achievements, motivation, attention, and health conditions that might affect language and literacy development. severally of the child characteristics can influence the extent to which a child can use the support that the environment provides for early literacy learning. For example, the substantial body of research demonstrating that preschool children with language delays are at a significant risk for later(prenominal) difficulties in learning to read indicates that factors within the child can influence emergent literacy development.11. Home LiteracyEnvironmentIt includes such aspects as book sharing between parents and children, parents reading aloud with their children, print materials being available to the children, and parents positive attitudes towards literacy activities. The home literacy environment is comprised of both direct and indirect literacy-related events. Direct literacy r elated events are those in which the child engages, such as book sharing with a parent or labeling the printed letters of the alphabet. Indirect literacy-related events are those about which the child learns through the observation of individuals as they engage in those activities (e.g., reading the new-fashionedspaper, make-up notes). 12. Teenage MotherTeenage mothers universally have less knowledge of child development than mothers who postpone childbearing. The teenage mothers lack of general knowledge in child development can affect the childs cognitive achievement and behavioral adjustment in school. The lack of understanding of development knowledge behavior can affect the language and literacy of the child that may lead to physical and emotional harm. 13. finish upBoys are faster than the girls in learning to talk. Compared to girls the mean length of excoriate uttered by boys is less. The comprehension vocabulary is also small in case of boys. Boys commit more grammatic al errors and their pronunciation is less accurate. gender differences in favor of girls remain and become quite pounced with every attach in age.14. IntelligenceIntelligence plays a vital role in language development. Babbling at an early age is give way predictor of child of childs intelligence. Children of high intelligence show better linguistic competence both in vocabulary, length of sentences uttered and nicety of sentence structure.15. TwinsTwins and triplets are slower to learn the language than the single child. Their vocabulary skill is so faster than the twins.16. Bilingual HomesIn bilingual homes the child reflexion several problems to the language because the learn more than two languages at a time so it is very difficult to child to remember the two or three languages at a time.17. Language of Deaf and Hearing-Impaired ChildrenChildren with hearing impairments often do not develop oral language skills as fully as other children do, but they are quite capable of a cquiring a language of gestures called American Sign Language.But as these factors affect the language and literacy development of a child however there are ways to invalidate this if people result apply some circumstances like as the following1. Teacher & ParentsParents should promote cognitive development by constructing an optimal learning environment in the home-they provide materials, experiences, and encouragement that help children to become curious explorers of their worlds.When children are exposed to a large variety of learning materials in a safe environment and when they receive encouragement for learning, they pee-pee higher on tests of language development and cognitive development than do children with less stimulating environments.2. Story Telling -storytelling to children, exposing the child to different play things, naming the object describing the object.3. Family Support parent(s) and/or primary caregiver(s) provide the child with high levels of consistent a nd predictable love, physical care, and positive attention in ways that are responsive to the childs individuality.4. Positive Family communion parent(s) and/or primary caregiver(s) express themselves positively and respectfully, engaging young children in conversations that invite their input.5. Caring Climate in Child Care and educational Settings caregivers and teachers create environments that are nurturing, accepting, encouraging, and secure.6. Time at Home the child spends most of her or his time at home participating in family activities and contend constructively with parent(s) guiding TV and electronic game use.7. Early Literacy the child enjoys a variety pre-reading activities including adults reading to her or him daily, looking at and handling books, playing with a variety of media, and showing interest in pictures, letters,and numbers. thickDeveloping language and literacy in early childhood can be affect by several factors it can be a obstacle or a key to early childhood from successful development in language and literacy.Those factors as barriers that affect the language and literacy development of children are children living in poverty, income and material deprivation, health, cultural and social capital, and the experience of schooling, deficiencies from inadequate diets, functional isolation, parents as teachers, parent-child relationship, parental characteristics, child characteristics, home literacy environment, teenage mother, sex, intelligence, twins, bilingual homes and language of deaf and hearing-impaired but if you sum up these factors the general outcome are family and environment. The family is the first one who will expose the child in language and literacy by teaching them before entering the school and before to interact in other human being term the environment will enhance what information they get from home and will also improve their understanding.But these hindrances can be prevented if the family of the child in voluntary to give them a quality time in spite of umteen obstructions they has besides it is their responsibility to their children, they should give them a positive communication by talking to them often, reading them a story or giving them an activities that will help to develop their language and literacy. While when the children interact in the surroundings, family should talent scout them and know the limitation of their child on who they will interact with.This term paper can helps the parents how they will develop the language and literacy of their children and it also helps to travel by them in the right way while growing and learning new things.REFERENCESNeaum, S. (2010).Child suppuration for Early childhood Studies.Southernhay East, Britain Learning Matters Ltd.Fabes, R.& Martin, C. L. (2011).Discovering Child Development.USA Houghton MifflinCompany. 3rded.Wasik, B. H. (Ed.) (2012). Handbook of Family Literacy.Third Avenue, sassy York Routledge.2nd ed.Rhyner, P. M. ( Ed.) (2011). Emergent literacy and language development promotinglearning in early childhood. form Street, NY The Guilford Press. 2nd ed.Neaum, S. (2012).Language and Literacy for the Early Years.London Learning Matters.Brown, A. I. (2010). Children of Teenage Mothers school readiness outcomes and predictors of school success. joined States ProQuest LLC.Nisha, M. (2009).Milestone of Child Development.India Kalpaz Publication.VanderVen, K. (2011). Promoting Positive Development in Early Childhood Building Blocks for a Successful Start. NY Springer. 2nded.ACTIVITYA. Answer DA if that factors Does impinge on the language and literacy development of a child and DNA if it is a factor that Does not Affect the development of language and literacy of a child.____ 1. penury____ 2. screwball____ 3. Parents____ 4. Doll____ 5. Income____ 6. Health____ 7. Culture____ 8. Quality Time____ 9. Teacher____ 10. solid DeprivationB. Multiple Choice. Encircle the best answer for the following.1. Thi s factor is refer with social-emotional and interpersonal aspects that relate to literacy practices. The absence of such relationships can be a detrimental factor in a childs emergent literacy development.a. Parent-child relationshipb. Parent and Teachers relationshipc. None of the above2. In this factor, the low birth weight is more likely in children from lower socioeconomic groups and this is associated with risks to cognitive and physical development throughout childhood.a. Spiritual Aspectb. Povertyc. Health3. This factor is linked to poorer health and has been shown to have a negative impact on engagement with society for example, an increased likelihood that an individual will engage in criminal activity.a. Healthb. Deficiencyc. Poverty4. This factor has been shown to mean a lacked access to books, computers, and other reading materials and space to study quietly.a. Childb. Low Incomec. Health5. This factor is the child face several problems to the language because the learn more than two languages at a time so it is very difficult to child to remember the two or three languages at a time.a. Functional Isolationb. Low Incomec. Bilingual HomesAnswer KeyA. Answer DA if that factors Does Affect the language and literacy development of a child and DNA if it is a factor that Does Not Affect the development of language and literacy of a child.1. DA2. DNA3. DA4. DNA5. DA6. DA7. DA8. DA9. DA10. DAB. Multiple Choice. Encircle the best answer for the following.1. a2. b3. a4. b5. c 2 . Rhyner, P. M. (Ed.) Emergent literacy and language development promoting learning in early childhood. Spring Street, NY The Guilford Press. 2011. p24. 2nd ed. 3 . Neaum, S. Child Development for Early Childhood Studies. Southernhay East, Britain Learning Matters Ltd. 2010. p132. 4 . Ibd p132. 5 . Ibd p132. 6 . Ibd p132. 7 . Fabes, R. & Martin, C. L. Discovering Child Development. USA Houghton Mifflin Company. 2011. 3rd ed 8 . Ibd 9 . Ibd 10 . Wasik, B. H. (Ed.) Handbook of Family Literacy. Third Avenue, New York Routledge. 2012. 2nd ed. 11 . Rhyner, P. M. (Ed.) Emergent literacy and language development promoting learning in early childhood. Spring Street, NY The Guilford Press. 2011. p24-25. 2nd ed. 12 . Ibd p25. 13 . Ibd p25. 14 . Brown, A. I. Children of Teenage Mothers school readiness outcomes and predictors of school success. United States ProQuest LLC. 2009. p38. 15 . Nisha, M. Milestone of Child Development. (India Kalpaz Publication. 2010. p196. 16 . Ibd p196. 17 . Ibd p196. 18 . Ibd p196. 19 . Neaum, S. Language and Literacy for the Early Years.London Learning Matters. 2012. 20 . Fabes, R. & Martin, C. L. Discovering Child Development.USA Houghton Mifflin Company.2011. 3rd ed 21 . Nisha, M. Milestone of Child Development. India Kalpaz Publication. 2009. p196. 22 . VanderVen, K. Promoting Positive Development in Early Childhood Building Blocks for a Successful Start. NY Springer. 2011. p8. 2nd ed. 23 . Ibd p8. 24 . Ibd p9. 25 . Ibd p10. 26 . Ibd p11.