Maryam Khan
Developmental Psychology
Developmental Essay
Q4) Discuss what features of social interaction with the child facilitate, or are
necessary for, language development.
In this essay social interaction will be defined and will be looked after further with the
features that come along with the child facilitate or is needed maybe for the language
development for the child. Social interaction is a process that entails interaction or is a
response between two or more individuals. This varies from the first meet between the
parent and the child to dense interactions with other individuals when older. Social
interaction consists of the development of assistance and contest, the impact of reputation
and social roles and the changing aspects of group performance, obedience, and
management. Social interaction that is persistent among the certain individuals indicates to
the development of social contacts (APA Dictionary of Psychology., 2014).
The features of social interaction with the child facilitate, or are necessary for, language
development is the language acquisition support system also known as LASS. Burner (1983)
planned that the environment gives the language learning child with a language acquisition
support system. This point of view underlines the parents or also the caregiver’s part as
facilitators of language acquisition (Snow, 1989). Children when they are little have their
parents help sustain their language development with many several plans (Leman et al.,
2019). An example could be the parents presenting bits and pieces to a child to give a
source for their shared play and speak about objects and the experiences that are current
and simply noticeable to the child. The parents also watch their child’s evident goals and
their intentions quite closely and comment on them most of the time. However, parents do
not constantly comprehend of these practices as purposeful teaching techniques but as
discussions with their children, they are facilitating their children’s language learning (Leman
et al., 2019).
The features of social interaction with the child facilitate, or are necessary for, language
development are the different techniques that are used to stimulate and facilitate language
development by the adult and that is playing nonverbal games, rewording children’s own
words and elaborating on to help the child improve their communicative skills and using
basic speech. These techniques might encourage other aspects of development, and
frequently form part of easily arising parent and child interactions from infancy and beyond
(Leman et al., 2019). The social interaction with the child facilitates, or are necessary for,
language is that the parents can alter their speech when they might be talking to infants and
children. Usually, they could use a basic style such as infant directed or even child directed
and speech so they might speak in short with the child and speak with easier sentences so
its easier for the child to understand, the parent could also refer to some objects and events
and repeat some significant sayings and words to the child. The features of social interaction
with the child to facilitate, or if necessary, for, language development is speech and how
parents talk slowly and in greater pitches voices, speak more clearly and frequently end
sentences with a growing tone (Fernald, 1992; Fernald & Morikawa, 1993).
The features of social interaction with the child facilitate, or are necessary for, language
development is simplified grammar and syntax, since that helps children learn about the
interactions that is between words, objects and that might also give children some
knowledge of the guidelines and segmentation and how speech is alienated into words,
sentences, and phrases. The aural changes can help underline important words. An
, Maryam Khan
Developmental Psychology
example could be in reading to 14 months, the mother regularly placed a word that links to a
picture and identifies it “that’s a boy” at the ned of the phrase, exaggerated pitch would have
been spoken by the mother to catch and secure their infants attention (influence of social
interaction in language development., 2015). In this case research has shown that the new-
borns and the 4-week-old babies like to listen to infant directed speech rather than adult
directed talk (Cooper & Aslin., 1990), and the babies are similarly reactive to this way of
communication and it does not matter if it is used by women or men. Also, infants tend to
have a fondness for infant directed speech even if the speech is a non-resident language.
An example of this is that the English learning infants listened to Cantonese, they still
seemed to choose infant directed speech (Werker, Pegg, & McLeod, 1994).
The features of social interaction with the child facilitate, or are necessary for, language
development is the technique of expansion when the adult copies and develops or adds to
the child’s speech. Developing on the children’s statement facilitates language development,
as well as vocabulary. In this case with social interaction with language development most
parents will use this expansion technique after a child has made a grammatical mistake
(Bohannon & Stanowicz., 1988). Furthermore, with relation to the child’s attention and their
interests, that is supportive of learning than switching child’s attention to another topic.
Brown (1973) estimated that the middle-class families, 30% of the time the parents’ speech
to their children is comprised of such expansions but the parents that are lower class tend to
use this technique less often (Leman et al., 2019).
Another feature of social interactions with the child facilitate, or are necessary for, language
development is another technique that is called recast, in this case the adult listener
reframes the child’s sentence that is incomplete into a more difficult grammar form. An
example of this could be “What is the dog eating?” recasting this would make the parent in
effect, since they are correcting the child’s remarks and directing them in a more suitable
grammatical usage (Leman et al., 2019). Some of the researchers have demonstrated that
children whose parents have changed their words seem to build lingually at a quicker rate,
using complex verb forms at an early age than normal and using questions (Nelson,
Carskadden, & Bonvillian, 1973; Nelson, 1989; Nelson et al., 1995).In relation to social
interaction some theorists have said that social interaction is essential for language gain, the
specific plans of expansion and recasting, together with children’s impersonation, may not
be necessary. First, no comprehensive pattern of social linguistic support describes all
parents inside or around cultural groups (Hoff, 2005). There are notable individual
differences amongst the linguistic settings that parents within a given cultural group provide
for their children (Shatz, 1983; Hart & Risley, 1999).
This essay above defined social interaction briefly and it discussed most of the features of
social interactions with the child facilitate, or are necessary for, language development. It
also looked at the techniques of language development for children and adults in relation to
social interaction.
Developmental Psychology
Developmental Essay
Q4) Discuss what features of social interaction with the child facilitate, or are
necessary for, language development.
In this essay social interaction will be defined and will be looked after further with the
features that come along with the child facilitate or is needed maybe for the language
development for the child. Social interaction is a process that entails interaction or is a
response between two or more individuals. This varies from the first meet between the
parent and the child to dense interactions with other individuals when older. Social
interaction consists of the development of assistance and contest, the impact of reputation
and social roles and the changing aspects of group performance, obedience, and
management. Social interaction that is persistent among the certain individuals indicates to
the development of social contacts (APA Dictionary of Psychology., 2014).
The features of social interaction with the child facilitate, or are necessary for, language
development is the language acquisition support system also known as LASS. Burner (1983)
planned that the environment gives the language learning child with a language acquisition
support system. This point of view underlines the parents or also the caregiver’s part as
facilitators of language acquisition (Snow, 1989). Children when they are little have their
parents help sustain their language development with many several plans (Leman et al.,
2019). An example could be the parents presenting bits and pieces to a child to give a
source for their shared play and speak about objects and the experiences that are current
and simply noticeable to the child. The parents also watch their child’s evident goals and
their intentions quite closely and comment on them most of the time. However, parents do
not constantly comprehend of these practices as purposeful teaching techniques but as
discussions with their children, they are facilitating their children’s language learning (Leman
et al., 2019).
The features of social interaction with the child facilitate, or are necessary for, language
development are the different techniques that are used to stimulate and facilitate language
development by the adult and that is playing nonverbal games, rewording children’s own
words and elaborating on to help the child improve their communicative skills and using
basic speech. These techniques might encourage other aspects of development, and
frequently form part of easily arising parent and child interactions from infancy and beyond
(Leman et al., 2019). The social interaction with the child facilitates, or are necessary for,
language is that the parents can alter their speech when they might be talking to infants and
children. Usually, they could use a basic style such as infant directed or even child directed
and speech so they might speak in short with the child and speak with easier sentences so
its easier for the child to understand, the parent could also refer to some objects and events
and repeat some significant sayings and words to the child. The features of social interaction
with the child to facilitate, or if necessary, for, language development is speech and how
parents talk slowly and in greater pitches voices, speak more clearly and frequently end
sentences with a growing tone (Fernald, 1992; Fernald & Morikawa, 1993).
The features of social interaction with the child facilitate, or are necessary for, language
development is simplified grammar and syntax, since that helps children learn about the
interactions that is between words, objects and that might also give children some
knowledge of the guidelines and segmentation and how speech is alienated into words,
sentences, and phrases. The aural changes can help underline important words. An
, Maryam Khan
Developmental Psychology
example could be in reading to 14 months, the mother regularly placed a word that links to a
picture and identifies it “that’s a boy” at the ned of the phrase, exaggerated pitch would have
been spoken by the mother to catch and secure their infants attention (influence of social
interaction in language development., 2015). In this case research has shown that the new-
borns and the 4-week-old babies like to listen to infant directed speech rather than adult
directed talk (Cooper & Aslin., 1990), and the babies are similarly reactive to this way of
communication and it does not matter if it is used by women or men. Also, infants tend to
have a fondness for infant directed speech even if the speech is a non-resident language.
An example of this is that the English learning infants listened to Cantonese, they still
seemed to choose infant directed speech (Werker, Pegg, & McLeod, 1994).
The features of social interaction with the child facilitate, or are necessary for, language
development is the technique of expansion when the adult copies and develops or adds to
the child’s speech. Developing on the children’s statement facilitates language development,
as well as vocabulary. In this case with social interaction with language development most
parents will use this expansion technique after a child has made a grammatical mistake
(Bohannon & Stanowicz., 1988). Furthermore, with relation to the child’s attention and their
interests, that is supportive of learning than switching child’s attention to another topic.
Brown (1973) estimated that the middle-class families, 30% of the time the parents’ speech
to their children is comprised of such expansions but the parents that are lower class tend to
use this technique less often (Leman et al., 2019).
Another feature of social interactions with the child facilitate, or are necessary for, language
development is another technique that is called recast, in this case the adult listener
reframes the child’s sentence that is incomplete into a more difficult grammar form. An
example of this could be “What is the dog eating?” recasting this would make the parent in
effect, since they are correcting the child’s remarks and directing them in a more suitable
grammatical usage (Leman et al., 2019). Some of the researchers have demonstrated that
children whose parents have changed their words seem to build lingually at a quicker rate,
using complex verb forms at an early age than normal and using questions (Nelson,
Carskadden, & Bonvillian, 1973; Nelson, 1989; Nelson et al., 1995).In relation to social
interaction some theorists have said that social interaction is essential for language gain, the
specific plans of expansion and recasting, together with children’s impersonation, may not
be necessary. First, no comprehensive pattern of social linguistic support describes all
parents inside or around cultural groups (Hoff, 2005). There are notable individual
differences amongst the linguistic settings that parents within a given cultural group provide
for their children (Shatz, 1983; Hart & Risley, 1999).
This essay above defined social interaction briefly and it discussed most of the features of
social interactions with the child facilitate, or are necessary for, language development. It
also looked at the techniques of language development for children and adults in relation to
social interaction.
