{"id":2139,"date":"2019-03-01T03:37:43","date_gmt":"2019-03-01T03:37:43","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/?post_type=chapter&#038;p=2139"},"modified":"2024-04-30T19:13:35","modified_gmt":"2024-04-30T19:13:35","slug":"language-development-in-early-childhood","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/chapter\/language-development-in-early-childhood\/","title":{"raw":"Language Development in Early Childhood","rendered":"Language Development in Early Childhood"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Explain language development and the importance of language in early childhood<\/li>\r\n \t<li>Describe Vygotsky's model, including the zone of proximal development<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2><strong>Language Development<\/strong><\/h2>\r\n[caption id=\"attachment_3855\" align=\"alignright\" width=\"300\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/21195407\/read-1710011.jpg\"><img class=\"wp-image-3855 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/21195407\/read-1710011-300x169.jpg\" alt=\"A man reads a book to a toddler sitting next to him\" width=\"300\" height=\"169\" \/><\/a> <strong> Figure 1.<\/strong>\u00a0Reading to young children helps them develop language skills by hearing and using new vocabulary words.[\/caption]\r\n\r\nA child\u2019s vocabulary expands between the ages of two to six from about 200 words to over 10,000 words through a process called\u00a0<strong>fast-mapping<\/strong>.\u00a0Words are easily learned by making connections between new words and concepts already known.\u00a0The parts of speech that are learned depend on the language and what is emphasized.\u00a0Children speaking verb-friendly languages such as Chinese and Japanese tend to learn verbs more readily, but those learning less verb-friendly languages such as English seem to need assistance in grammar to master the use of verbs (Imai, et als, 2008). Children are also very creative in creating their own words to use as labels such as a \u201ctake-care-of\u201d when referring to John, the character on the cartoon Garfield, who takes care of the cat.\r\n\r\nChildren can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases.\u00a0This is especially true of expressions or figures of speech which are taken literally.\u00a0For example, two preschool-aged girls began to laugh loudly while listening to a tape-recording of Disney\u2019s \u201cSleeping Beauty\u201d when the narrator reports, \u201cPrince Phillip lost his head!\u201d\u00a0They imagine his head popping off and rolling down the hill as he runs and searches for it.\u00a0Or a classroom full of preschoolers hears the teacher say, \u201cWow!\u00a0That was a piece of cake!\u201d\u00a0The children began asking \u201cCake?\u00a0Where is my cake?\u00a0I want cake!\u201d\r\n<h3><strong>Overregularization<\/strong><\/h3>\r\nChildren learn the rules of grammar as they learn the language. Some of these rules are not taught explicitly, and others are. Often when learning language intuitively children apply rules inappropriately at first. But even after successfully navigating the rule for a while, at times, explicitly teaching a child a grammar rule may cause them to make mistakes they had previously not been making.\u00a0For instance, two- to three-year-old children may say \u201cI goed there\" or \"I doed that\u201d as they understand intuitively that adding \"ed\" to a word makes it mean \"something I did in the past.\" As the child hears the correct grammar rule applied by the people around them, they correctly begin to say \u201cI went there\" and \"I did that.\u201d It would seem that the child has solidly learned the grammar rule, but it is actually common for the developing child to revert back to their original mistake. This happens as they\u00a0overregulate\u00a0the rule. This can happen because they intuitively discover the rule and overgeneralize it or because they are explicitly taught to add \u201ced\u201d to the end of a word to indicate past tense in school. A child who had previously produced correct sentences may start to form incorrect sentences such as, \u201cI goed there.\u00a0I doed that.\u201d\u00a0These children are able to quickly re-learn the correct exceptions to the -ed rule.\r\n<h3><strong>Vygotsky and Language Development\u00a0<\/strong><\/h3>\r\nLev Vygotsky hypothesized that children had a <strong>zone of proximal development (ZPD)<\/strong>. The ZPD is the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult. We can see the benefit of this sort of guidance when we think about the acquisition of language. Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration. For example, if the child exclaims, \u201cI\u2019m goed there!\u201d then the adult responds, \u201cYou went there?\u201d\r\n\r\nChildren may be hard-wired for language development, as Noam Chomsky suggested in his theory of universal grammar, but active participation is also important for language development. The process of\u00a0<strong>scaffolding<\/strong>\u00a0is one in which the guide provides needed assistance to the child as a new skill is learned. Repeating what a child has said, but in a grammatically correct way, is scaffolding for a child who is struggling with the rules of language production.\r\n<h3><strong>Private Speech<\/strong><\/h3>\r\nDo you ever talk to yourself?\u00a0Why?\u00a0Chances are,\u00a0this occurs when you are struggling with a problem, trying to remember something or feel very emotional about a situation.\u00a0Children talk to themselves too.\u00a0Piaget interpreted this as\u00a0egocentric speech\u00a0or a practice engaged in because of a child\u2019s inability to see things from other points of\u00a0view.\u00a0Vygotsky, however, believed that children talk to themselves in order to solve problems or clarify thoughts.\u00a0As children learn to think in words, they do so aloud before eventually closing their lips and engaging in\u00a0<strong>private speech<\/strong>\u00a0or inner speech.\u00a0Thinking out loud eventually becomes thought accompanied by internal speech, and talking to oneself becomes a practice only engaged in when we are trying to learn something or remember something, etc. This inner speech is not as elaborate as the speech we use when communicating with others (Vygotsky, 1962).\r\n<div class=\"textbox exercises\">\r\n<h3>Vygotsky and education<\/h3>\r\n[caption id=\"attachment_2976\" align=\"alignleft\" width=\"243\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/29140022\/220px-Zone_of_proximal_development.svg_.png\"><img class=\"wp-image-2976\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/29140022\/220px-Zone_of_proximal_development.svg_.png\" alt=\"Target showing three concentric circles. The center circle as what a learner can do, the next circle as the zone of proximal development, or what the learner can do with guidance, and the outer ring showing what the learner cannot do.\" width=\"243\" height=\"224\" \/><\/a> <strong>Figure 2<\/strong>. Vygotsky's zone of proximal development represents what a student can learn with the proper support.[\/caption]\r\n\r\nVygotsky's theories do not just apply to language development but have been extremely influential for education in general. Although Vygotsky himself never mentioned the term scaffolding, it is often credited to him as a continuation of his ideas pertaining to the way adults or other children can use guidance in order for a child to work within their ZPD. (The term scaffolding was first developed by\u00a0Jerome Bruner, David Wood, and Gail Ross while applying Vygotsky's concept of ZPD to various educational contexts.)\r\n\r\nEducators often apply these concepts by assigning\u00a0tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible.\u00a0<sup id=\"cite_ref-Wass_16-1\" class=\"reference\"><\/sup>Teachers can also allow students with more knowledge to assist students who need more guidance. Especially in the context of collaborative learning, group members who have higher levels of understanding can help the less advanced members learn within their zone of proximal development.\r\n\r\nThe following video shows how Vygotsky's theory applies to learning in early childhood:\r\n\r\n<iframe src=\"\/\/plugin.3playmedia.com\/show?mf=3935287&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=InzmZtHuZPY&amp;video_target=tpm-plugin-eq65splf-InzmZtHuZPY\" width=\"800px\" height=\"520px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe>\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/VygotskysDevelopmentalTheoryAnIntroduction_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Vygotsky's Developmental Theory: An Introduction (Davidson Films, Inc.)\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<h2>30 Million Word Gap<\/h2>\r\nTo accomplish the tremendous rate of word learning that needs to occur during early childhood, it is important that children are learning new words each day. Research by Betty Hart and Todd Risley in the late 1990s and early 2000s indicated that children from less advantaged backgrounds are exposed to millions of fewer words in their first three years of life than children who come from more privileged socioeconomic backgrounds. In their research, families were classified by socioeconomic status, (SES) into \"high\" (professional), \"middle\" (working class), and \"low\" (welfare) SES. They found that the average child in a professional family hears 2,153 words per waking hour, the average child in a working-class family hears 1,251 words per hour, and an average child in a welfare family only 616 words per hour. Extrapolating, they stated that, \"in four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words.\" The line of thinking following their study is that children from more affluent households would enter school knowing more words, which would give them advantage in school.\r\n\r\nHart and Risley's research has been criticized by scholars. Critics theorize that the language and achievement gaps are not a result of the number of words a child is exposed to, but rather alternative theories suggest it could reflect the disconnect of linguistic practices between home and school. Thus, judging academic success and linguistic capabilities from socioeconomic status may ignore bigger societal issues.\u00a0A recent replication of Hart and Risley's study with more participants has found that the \"word gap\" may be closer to 4 million words,\u00a0not the oft-cited 30 million words previously proposed.\u00a0The ongoing word gap research is evidence of the importance of language development in early childhood.\r\n<div class=\"textbox examples\">\r\n<h3>watch it<\/h3>\r\nWatch as Dr. John Gabrieli, from the MIT McGovern Institute for Brain Development explains how early language exposure affects language development. His research uses the current technology to correlate home language experiences with brain function. They determined that the number of conversational turns was more important to development in Broca's area (brain region linked to speech production) than the number of words heard or the family's socioeconomic status.\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=CNJQGbNbI-8[\/embed]\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/BeyondThe30MillionWordGap_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Beyond the 30 Million Word Gap\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/ecbde1bb-0220-452a-91b6-cbdcfeebbb4b\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Link to Learning<\/h3>\r\nRead this article to learn more about common linguistic mistakes that children make and what they mean:\u00a0<a href=\"http:\/\/mentalfloss.com\/article\/31648\/10-language-mistakes-kids-make-are-actually-pretty-smart\" target=\"_blank\" rel=\"noopener\">10 Language Mistakes Kids Make That Are Actually Pretty Smart<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>GLOSSARY<\/h3>\r\n[glossary-page]\r\n[glossary-term]fast-mapping:[\/glossary-term]\r\n[glossary-definition]a word-learning process in which new words are rapidly learned by making connections between new words and concepts already known[\/glossary-definition]\r\n\r\n[glossary-term]overregularization:[\/glossary-term]\r\n[glossary-definition]a process in learning a language in which children overgeneralize rules to words where the rule is not applicable[\/glossary-definition]\r\n\r\n[glossary-term]private speech:[\/glossary-term]\r\n[glossary-definition]speech that a child says aloud, but which is not meant to be part of communication with anyone else[\/glossary-definition]\r\n\r\n[glossary-term]zone of proximal development:[\/glossary-term]\r\n[glossary-definition]the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult[\/glossary-definition]\r\n[\/glossary-page]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Explain language development and the importance of language in early childhood<\/li>\n<li>Describe Vygotsky&#8217;s model, including the zone of proximal development<\/li>\n<\/ul>\n<\/div>\n<h2><strong>Language Development<\/strong><\/h2>\n<div id=\"attachment_3855\" style=\"width: 310px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/21195407\/read-1710011.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3855\" class=\"wp-image-3855 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/21195407\/read-1710011-300x169.jpg\" alt=\"A man reads a book to a toddler sitting next to him\" width=\"300\" height=\"169\" \/><\/a><\/p>\n<p id=\"caption-attachment-3855\" class=\"wp-caption-text\"><strong> Figure 1.<\/strong>\u00a0Reading to young children helps them develop language skills by hearing and using new vocabulary words.<\/p>\n<\/div>\n<p>A child\u2019s vocabulary expands between the ages of two to six from about 200 words to over 10,000 words through a process called\u00a0<strong>fast-mapping<\/strong>.\u00a0Words are easily learned by making connections between new words and concepts already known.\u00a0The parts of speech that are learned depend on the language and what is emphasized.\u00a0Children speaking verb-friendly languages such as Chinese and Japanese tend to learn verbs more readily, but those learning less verb-friendly languages such as English seem to need assistance in grammar to master the use of verbs (Imai, et als, 2008). Children are also very creative in creating their own words to use as labels such as a \u201ctake-care-of\u201d when referring to John, the character on the cartoon Garfield, who takes care of the cat.<\/p>\n<p>Children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases.\u00a0This is especially true of expressions or figures of speech which are taken literally.\u00a0For example, two preschool-aged girls began to laugh loudly while listening to a tape-recording of Disney\u2019s \u201cSleeping Beauty\u201d when the narrator reports, \u201cPrince Phillip lost his head!\u201d\u00a0They imagine his head popping off and rolling down the hill as he runs and searches for it.\u00a0Or a classroom full of preschoolers hears the teacher say, \u201cWow!\u00a0That was a piece of cake!\u201d\u00a0The children began asking \u201cCake?\u00a0Where is my cake?\u00a0I want cake!\u201d<\/p>\n<h3><strong>Overregularization<\/strong><\/h3>\n<p>Children learn the rules of grammar as they learn the language. Some of these rules are not taught explicitly, and others are. Often when learning language intuitively children apply rules inappropriately at first. But even after successfully navigating the rule for a while, at times, explicitly teaching a child a grammar rule may cause them to make mistakes they had previously not been making.\u00a0For instance, two- to three-year-old children may say \u201cI goed there&#8221; or &#8220;I doed that\u201d as they understand intuitively that adding &#8220;ed&#8221; to a word makes it mean &#8220;something I did in the past.&#8221; As the child hears the correct grammar rule applied by the people around them, they correctly begin to say \u201cI went there&#8221; and &#8220;I did that.\u201d It would seem that the child has solidly learned the grammar rule, but it is actually common for the developing child to revert back to their original mistake. This happens as they\u00a0overregulate\u00a0the rule. This can happen because they intuitively discover the rule and overgeneralize it or because they are explicitly taught to add \u201ced\u201d to the end of a word to indicate past tense in school. A child who had previously produced correct sentences may start to form incorrect sentences such as, \u201cI goed there.\u00a0I doed that.\u201d\u00a0These children are able to quickly re-learn the correct exceptions to the -ed rule.<\/p>\n<h3><strong>Vygotsky and Language Development\u00a0<\/strong><\/h3>\n<p>Lev Vygotsky hypothesized that children had a <strong>zone of proximal development (ZPD)<\/strong>. The ZPD is the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult. We can see the benefit of this sort of guidance when we think about the acquisition of language. Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration. For example, if the child exclaims, \u201cI\u2019m goed there!\u201d then the adult responds, \u201cYou went there?\u201d<\/p>\n<p>Children may be hard-wired for language development, as Noam Chomsky suggested in his theory of universal grammar, but active participation is also important for language development. The process of\u00a0<strong>scaffolding<\/strong>\u00a0is one in which the guide provides needed assistance to the child as a new skill is learned. Repeating what a child has said, but in a grammatically correct way, is scaffolding for a child who is struggling with the rules of language production.<\/p>\n<h3><strong>Private Speech<\/strong><\/h3>\n<p>Do you ever talk to yourself?\u00a0Why?\u00a0Chances are,\u00a0this occurs when you are struggling with a problem, trying to remember something or feel very emotional about a situation.\u00a0Children talk to themselves too.\u00a0Piaget interpreted this as\u00a0egocentric speech\u00a0or a practice engaged in because of a child\u2019s inability to see things from other points of\u00a0view.\u00a0Vygotsky, however, believed that children talk to themselves in order to solve problems or clarify thoughts.\u00a0As children learn to think in words, they do so aloud before eventually closing their lips and engaging in\u00a0<strong>private speech<\/strong>\u00a0or inner speech.\u00a0Thinking out loud eventually becomes thought accompanied by internal speech, and talking to oneself becomes a practice only engaged in when we are trying to learn something or remember something, etc. This inner speech is not as elaborate as the speech we use when communicating with others (Vygotsky, 1962).<\/p>\n<div class=\"textbox exercises\">\n<h3>Vygotsky and education<\/h3>\n<div id=\"attachment_2976\" style=\"width: 253px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/29140022\/220px-Zone_of_proximal_development.svg_.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2976\" class=\"wp-image-2976\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/03\/29140022\/220px-Zone_of_proximal_development.svg_.png\" alt=\"Target showing three concentric circles. The center circle as what a learner can do, the next circle as the zone of proximal development, or what the learner can do with guidance, and the outer ring showing what the learner cannot do.\" width=\"243\" height=\"224\" \/><\/a><\/p>\n<p id=\"caption-attachment-2976\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. Vygotsky&#8217;s zone of proximal development represents what a student can learn with the proper support.<\/p>\n<\/div>\n<p>Vygotsky&#8217;s theories do not just apply to language development but have been extremely influential for education in general. Although Vygotsky himself never mentioned the term scaffolding, it is often credited to him as a continuation of his ideas pertaining to the way adults or other children can use guidance in order for a child to work within their ZPD. (The term scaffolding was first developed by\u00a0Jerome Bruner, David Wood, and Gail Ross while applying Vygotsky&#8217;s concept of ZPD to various educational contexts.)<\/p>\n<p>Educators often apply these concepts by assigning\u00a0tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible.\u00a0<sup id=\"cite_ref-Wass_16-1\" class=\"reference\"><\/sup>Teachers can also allow students with more knowledge to assist students who need more guidance. Especially in the context of collaborative learning, group members who have higher levels of understanding can help the less advanced members learn within their zone of proximal development.<\/p>\n<p>The following video shows how Vygotsky&#8217;s theory applies to learning in early childhood:<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=3935287&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=InzmZtHuZPY&amp;video_target=tpm-plugin-eq65splf-InzmZtHuZPY\" width=\"800px\" height=\"520px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/VygotskysDevelopmentalTheoryAnIntroduction_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Vygotsky&#8217;s Developmental Theory: An Introduction (Davidson Films, Inc.)&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<h2>30 Million Word Gap<\/h2>\n<p>To accomplish the tremendous rate of word learning that needs to occur during early childhood, it is important that children are learning new words each day. Research by Betty Hart and Todd Risley in the late 1990s and early 2000s indicated that children from less advantaged backgrounds are exposed to millions of fewer words in their first three years of life than children who come from more privileged socioeconomic backgrounds. In their research, families were classified by socioeconomic status, (SES) into &#8220;high&#8221; (professional), &#8220;middle&#8221; (working class), and &#8220;low&#8221; (welfare) SES. They found that the average child in a professional family hears 2,153 words per waking hour, the average child in a working-class family hears 1,251 words per hour, and an average child in a welfare family only 616 words per hour. Extrapolating, they stated that, &#8220;in four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words.&#8221; The line of thinking following their study is that children from more affluent households would enter school knowing more words, which would give them advantage in school.<\/p>\n<p>Hart and Risley&#8217;s research has been criticized by scholars. Critics theorize that the language and achievement gaps are not a result of the number of words a child is exposed to, but rather alternative theories suggest it could reflect the disconnect of linguistic practices between home and school. Thus, judging academic success and linguistic capabilities from socioeconomic status may ignore bigger societal issues.\u00a0A recent replication of Hart and Risley&#8217;s study with more participants has found that the &#8220;word gap&#8221; may be closer to 4 million words,\u00a0not the oft-cited 30 million words previously proposed.\u00a0The ongoing word gap research is evidence of the importance of language development in early childhood.<\/p>\n<div class=\"textbox examples\">\n<h3>watch it<\/h3>\n<p>Watch as Dr. John Gabrieli, from the MIT McGovern Institute for Brain Development explains how early language exposure affects language development. His research uses the current technology to correlate home language experiences with brain function. They determined that the number of conversational turns was more important to development in Broca&#8217;s area (brain region linked to speech production) than the number of words heard or the family&#8217;s socioeconomic status.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Beyond the 30 Million Word Gap\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/CNJQGbNbI-8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/BeyondThe30MillionWordGap_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Beyond the 30 Million Word Gap&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_ecbde1bb-0220-452a-91b6-cbdcfeebbb4b\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/ecbde1bb-0220-452a-91b6-cbdcfeebbb4b?iframe_resize_id=assessment_practice_id_ecbde1bb-0220-452a-91b6-cbdcfeebbb4b\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Link to Learning<\/h3>\n<p>Read this article to learn more about common linguistic mistakes that children make and what they mean:\u00a0<a href=\"http:\/\/mentalfloss.com\/article\/31648\/10-language-mistakes-kids-make-are-actually-pretty-smart\" target=\"_blank\" rel=\"noopener\">10 Language Mistakes Kids Make That Are Actually Pretty Smart<\/a>.<\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>GLOSSARY<\/h3>\n<div class=\"titlepage\">\n<dl>\n<dt>fast-mapping:<\/dt>\n<dd>a word-learning process in which new words are rapidly learned by making connections between new words and concepts already known<\/dd>\n<dt>overregularization:<\/dt>\n<dd>a process in learning a language in which children overgeneralize rules to words where the rule is not applicable<\/dd>\n<dt>private speech:<\/dt>\n<dd>speech that a child says aloud, but which is not meant to be part of communication with anyone else<\/dd>\n<dt>zone of proximal development:<\/dt>\n<dd>the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-2139\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Stephanie Loalada for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Zone of Proximal Development. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Zone_of_proximal_development\">https:\/\/en.wikipedia.org\/wiki\/Zone_of_proximal_development<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Zone of proximal development image. <strong>Authored by<\/strong>: Dcoetzee . <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Zone_of_proximal_development#\/media\/File:Zone_of_proximal_development.svg\">https:\/\/en.wikipedia.org\/wiki\/Zone_of_proximal_development#\/media\/File:Zone_of_proximal_development.svg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Reading. <strong>Authored by<\/strong>: Aline Dassel. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/images\/id-1710011\/\">https:\/\/pixabay.com\/images\/id-1710011\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Vygotsky&#039;s Developmental Theory: An Introduction. <strong>Provided by<\/strong>: Davidson Films, Inc.. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=InzmZtHuZPY\">https:\/\/www.youtube.com\/watch?v=InzmZtHuZPY<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Word gap. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Word_gap\">https:\/\/en.wikipedia.org\/wiki\/Word_gap<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Beyond the 30 Million Word Gap. <strong>Provided by<\/strong>: McGovern Institute. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?time_continue=256&#038;v=CNJQGbNbI-8\">https:\/\/www.youtube.com\/watch?time_continue=256&#038;v=CNJQGbNbI-8<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":142491,"menu_order":8,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Psyc 200 Lifespan Psychology\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"http:\/\/opencourselibrary.org\/econ-201\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"Stephanie Loalada for Lumen Learning\",\"organization\":\"Lumen 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