Language Development and Its Impact on Children’s Emotional Development, Research Paper Example

Self efficacy and cognitive studies were looked at and in this article it states self efficacy has a lot to do with cognitive development and learning of students. Cognitive development is essential to language development because we rely on cognition to learn language. It is important if we are to master the language. Some limitations are how fast the child can learn the language, how well the child can master the language and the child’s emotional development on whether he/she can learn the language at an acceptable rate.

Student’s beliefs in their own abilities help to regulate and motivate self efficacy which is needed to cross any language barrier. If a child does not learn his language according to schedule the impact on his emotional development will be catastrophic because he will not possess high self efficacy and he will not be at the same rate of language learning as his/her peer students. Scholars further believe in self efficacy as it will help to score high marks at the school by students taught with teachers with self efficacy. Resilience refers to the process for a certain outcome for successful adaptation regardless of the difficulties arise. The reason we bring this to light is to show that unsurnounted resilience should not be present for language development to occur rationally and a tolerable and accepted level for students. Children learning languages will always have some resilience but it is up to their self efficacy to kick in and brush out the resilience that may stand I their way of being productive learners of the language. Their essential language development is dependent upon resilience being at an all low. The teachers resilience must also offer a model of low tone to offer the children less resistance. They learn by what they see. Resilience is normal but too much of it can impede a child’s emotional development to the point where he/she will not prosper and advance in the development of language. Children with acute adversity do much better than those with chronic adversity but that’s not to say those with chronic adversity will not prosper in language development. If they model after a organized and efficiently positive role model there will be less impact on the child’s emotional development as a whole.

Let’s face it if a child does not develop linguistically in school to the appropriate level he will feel ashamed, less than and will not have great self efficacy. If the teacher has low self efficacy just as in most low income schools the child will never develop linguistically. Specialists say a child has to develop his cognitive and language skills in a very well organized setting and self efficacy has to be at its highest peak. It can not fluctuate but has to stay constant. If motivation, self efficacy and instruction fluctuate so will what the child learns and he will not reach the different tiers of RTI teaching and accessing. RTI is a very important way of evaluating a child’s performance from Tier 1-Tier 3 and making sure the child progresses in any subject or learning of a language, speaking of the English language for the purpose of this paper. RTI means response to intervention which in fact means a child’s specific response to different tier levels of teaching. It is important for the child and the school to evaluate according to Response to Intervention (RTI). RTI promotes organization, little fluctuation and ensures the child will be placed at his appropriate level in the class. RTI is often used when there are children in the classroom who have a learning disability and it is either recommended they learn in a normal setting or go to special education if they cannot progress fabulously from tier 1 to tier 3 of learning. So what do you think RTI has to do with learning languages to prevent cognitive and emotional underdevelopment of a child? Everything, indeed Response to Intervention (RTI) puts a child learning the English language as a first timer on a time schedule in which he has to learn to keep up with what statutes and government dictate for a child of that age. Children learn to read in pre-kindergarten and Kindergarten and if they have not mastered the three tiers of RTI by the end of kindergarten it might be supposed they be placed in a special reading and language class or worse they could be held back a grade in school if it is not diagnosed early enough. Let’s assume the child is normal with no learning disability. If the child has a learning disability the self efficacy will have to be higher with the teacher to ensure the child is taught well and is on the correct tier for his mastery level. Some children spend relentless weeks on one tier before they move to the next tier. Some children never make it to tier three and are called “slow readers” and these are the ones that are usually placed in special education classes for at least a year to catch up. Everyone knows that if a child cannot master the English language then he most certainly cannot read at a tier 3 level which is what is accustomed to normal children reading at ages 4 and 5.

My children were making puzzles at two, reading at 4 and doing time tables in the first grade. I possessed a lot of spirit, motivation, organization and self efficacy and my two daughters went on to be admitted to the gifted and talented program for six years and both were admitted to the Louisiana Math and Science for the Arts Academy (LSMSA) in Natchitoches, LA which is housed on the campus of Northwestern State University. Most children that graduate with honors from this school can choose the college they want to attend, get acceptance and a scholarship and I am speaking of schools such as Massachusetts Institute of Technology, Stanford, Harvard, Yale, and other prestigious colleges such as Tulane and public education school Louisiana State University in Baton Rouge, LA.

The point made is that the development of language in a child commences at a very early age even before they learn to read. It starts as an infant when the child starts to make “coohs and oohs” and mimics other sounds from their parents and others that spend relentless time with them. A child’s language will develop according to the language that is being heard most likely in the household and other areas the child spends time at. This might include family members, friends, co-workers of the parent’s, other siblings school settings. The more the child is exposed to language the better his development and mastery of the language will come to be. An infant is very resilient and can learn very fast. I exposed my children to music of Bethoven and Bach when they were infants and read to them whilst they were in my stomach and they came out gifted and talented according to the states definition of an IQ over 124 and various talents needed to be labeled gifted and talented. I attribute this to starting very early with my children. They had mastered most of the beginning of the English language my age 3.5. Then when they went to pre-k they were reading fluently. So of course by a landslide does the development of language affect how a child will emotionally develop. If the child is ahead or right on schedule they will have high cognitive and emotional development and this will lasts throughout the years as they continue to read books that are ahead of their level. The reading of books one to two years ahead of a child’s grade level is the key to learning and mastering the language and having positive effects on their cognitive and emotional well being.

Any child that practices reading will improve in their language skills. Practice makes perfect. One must read everyday when they are in elementary school and read pretty regularly as they attend junior high and high school. I recommend a book a week in addition to what the teacher prescribes for her lesson. The book should be something of different value than what the teacher is teaching in the classroom. It should be a very enjoyable book to keep the child’s interests. I guarantee if a child reads regularly his language skills and emotional growth will surpass tier 3 as recommended in the RIA for normal and learning disabled children. Of course, children with learning disabilities may have to read at a slower pace, but they can still climb the tier levels reading along at their own pace as long as there is a plan, objective and instruction to follow and they readily progress from tier 1 to tier three. Teachers are the role models for children and children must make the attempt but with motivation and effort including high self efficacy from a great teacher who cares about his/herself, her teaching attitude and abilities, and a child who fosters the need and want for self efficacy at its highest level, the child will progress linguistically and have a healthy emotional outcome.

Bibliography

(Bandura, 1993) Perceived Self-Efficacy in Cognitive Development and Functioning Taylor and Frances Volume 28 Issue 2.

Harris, Where is the Child’s Environment Retrieved from: <http://psycnet.apa.org/index.cfm?fa=search.displayRecord&uid=1995-40091-001>.

Betcham, J. And Brownlie, E. (2010) Language Development and Its Impact on Children’s Psychological and Emotional Development University of Toronto Published 2005 Revised February 2010.