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Child developmentIntroduction Child development refers to the abilities of a child that becomes more complex, and not the height and length of a child. [4] When looking at a child?s development you have different milestone and it is important to know how a child thinks and develops when one is teaching them because this will give you a better understanding of children behavior and learning abilities. The focus of this article is on a child?s language development. Context Language plays an essential part in the general development of a child and can be seen as the key to all aspects of development. Language development refers to newly formed abilities of receptive (the ability to understand a language) and expressive (the ability to use a language) language. [5] The first three years of a child?s life can be seen as the window period of speech and language development. This means that the ability of a child to learn speech and language skills are optimized and the brain of a young child is the best able to absorb language. According to the U.S. Department of Health and Human services [1] it is best to expose a child to a world that is rich with sounds, sights and a constant exposure to speech and language.[1] Language and communication skills start to develop from birth were the baby has to communicate when he/she is hungry, uncomfortable, needs attention, etc. These skills (speaking, using gestures and body language, communicating and understanding) [4], can be divide into age categories (ages 2 ? 12 years) as adapted from Piaget?s stages of cognitive development [3] , University of Michigan Health System[4] and Mannheim et al. [2] Categories of a native english speaking child ages 2 ? 12 years. Age Characteristic behaviour 2-4 years Egocentric use of speech and increased use of verbal representation [3] They can think (and communicate by use of language) about something without the object begin present. [3] Use simple words and start to form sentences with three to four words. [4] 4-6 years Speech becomes less egocentric and more social. [3] The child has an intuitive grasp of logical concepts in some areas but isn?t able to show principles underlying best behavior and concepts formed are crude and irreversible. [3] Starts to tell stories and even recall part of a story.[3] Use sentences more than five words. [2] Can follow a series of three commands in a row. [2] 7- 8 years Are able to use simple, but short sentences. [4] Start to develop a concept of grammar and pronunciation. [4] Stories get longer. [4] They can express themselves in a good way. [4] 8-12 years Grammar and pronunciation becomes normal. [2] They are able to use more complex and longer sentences. [2] They can follow a series of 5 or more commands in a row. [2] They start to develop a concept of themselves and the environment. [4] By understanding the development categories of a native english child we can look at how children who speak a different language than english at home learn english. These children can be referred to as dual language learners. According to the U.S. Department of Health and Human services[5] a child?s receptive skills usually emerges before the expressive skills, especially with duel language learners. These learners will learn english based on the foundations of their home language, gestures a nonverbal means of communication. They will typically use words and gestures to communicate and as they gradually develop more complex language skills, such as vocabulary and grammar skills. With age and exposure, they are moving towards english language proficiency. This development can vary because of a couple of factors namely, english exposure at home and at school, their motivation, their participation with movement and gestures, their understanding and response to books, storytelling, nonverbal gestures of everyday phrases, songs and words e.g. ?hello?, ?sit down?, etc. These students will usually be at different stages when they enter an english program won?t have the same receptive and expressive skills. [5] Conclusion Child and language development plays an essential role when it comes to teaching english. By understanding a child?s needs and language developmental stages will make it easier for the teacher to understand the way the students think, why they react the way they do, what is appropriate to teach, what to expect of the students and how to pace a lesson. References 1. U.S. DEPARTMENT OF HEALTH AND & HUMAN SERVICES. 2010. Speech and language developmental milestone. [Web:] http://www.nidcd.nih.gov/staticresources/health/voice/SpeechLanguageDevelopmentalMilestonesEnglishFS.pdf. [Date used: 18 Sept. 2011]. 2. MANHEIM, J.K., ARNP., MEDICAL STAFF., DEPARTMENT OF PSYCHIATRY AND BEHAVIORAL HEALTH. 2010. School-age children development. [Web:] http://www.nlm.nih.gov/medlineplus/ency/article/002017.htm. [Date used: 18 Sept. 2011]. 3. CHILD DEVELOPMENT INSTITUTE. 2009. Stages of intellectual development in children and teenagers. [Web:] http://www.childdevelopmentinfo.com/development/piaget.shtml. [Date used: 18 Sept. 2011]. 4. BOYSE, K.R.N. 2010. Developmental milestones. [Web:] http://www.med.umich.edu/yourchild/topics/devmile.htm. [Date used: 18 Sept. 2011]. 5. U.S. DEPARTMENT OF HEALTH AND & HUMAN SERVICES. 2010. The head start child development and early learning framework: Promoting positive outcomes in early childhood programs serving children 3?5 years old. [Web:] http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf. [Date used: 18 Sept. 2011].
