Language Learning and Age

second language learning

Language is a funny thing. As parents, we spend many months encouraging our little ones to utter their first words and begin their voyage through language. During the school years, teachers pound proper grammar into kids’ heads. It usually is not until children reach the middle years of their schooling that they are potentially offered the opportunity to learn a second language. But, is it too late? What is the optimal age for learning a foreign language?

The Brain and Learning a Foreign Language

The brain learns in amazing ways. Our brains have many compartments that are in charge of different specialties, such as the left brain covering creativity and the frontal lobe taking care of solving problems. According to the Center for Applied Linguistics, learning occurs without intervention – and introducing a second language to youngsters can be effortless. They find that in the early stages of learning, “neural circuits are activated piecemeal, incompletely, and weakly.” With more experience, those circuits become hardwired and the learning becomes automatic.

For some children, learning a second language happens within the home, through parents, beginning at birth. Children raised in a bilingual environment often have a dominant language, or one that they excel in, that is most often spoken in their everyday life. According to the American Speech-Language-Hearing Association, it is never too early to introduce a child to a secondary language, and learning two languages will not cause any speech or language delay problems for children.

Introducing a Second Language

For those parents that are not versed in two languages, the educational system or personal tutors are looked upon to introduce another language. Even short bouts of intensive foreign language learning at the elementary level sets children up for a positive foreign language learning experience. There are several benefits for introducing young children to a foreign language, such as:

  • The earlier children begin learning a foreign language, the greater the foreign language skill set they obtain. Children that begin learning at an earlier age, and then continue the foreign language study in years to come, have a better chance of developing the secondary language at a higher level of proficiency.
  • Learning a foreign language aides in keeping the brain healthy and boosting brainpower. Learning other languages alters grey matter in the brain, which processes information, just like how exercising creates healthy muscles. Those who learn languages earlier in life are more likely to have more advanced grey matter – meaning they will be better learners in general.
  • According to Kathleen Marcos, writing for Kid Source, children that are exposed to learning a foreign language prior to the onset of adolescence are more likely to have a native-like pronunciation. Along with learning a secondary language, young children also gain important knowledge of other cultures, further broadening their outlook and appreciation of others.

When to Start

But, what is the ideal age for learning a foreign language? It is hard to determine an exact number. Around the age of three, children are ripe for hearing and pronouncing, and are just beginning to grasp their native language. This makes it an ideal time to begin introducing a foreign language. Along with learning about their native language, hearing a foreign language and being encouraged to speak it, aides in the learning of both languages. But, do not expect too much. Take it slow and keep expectations low for a positive language-learning environment.

  • Start by introducing children to music or television in a foreign language within a comfortable environment. Even though you may not think your child is gleaning any information, he is getting his ears used to hearing the language, which sets him up for future foreign language learning.
  • Introduce one word at a time. Most young children are not speaking in complete sentences yet, so it cannot be expected for them to learn a foreign language in the same way. While introducing the word to the child in their native language, say the word in the foreign language also, so the learning happens at the same time.
  • Turn the learning into a game. Find fun ways to use the words for colors or shapes in a foreign language in your family’s favorite game. The next time your child wants to play Bingo, say the letters or numbers in the foreign language and see if he can figure it out. Making learning fun encourages his future enjoyment of learning more of the secondary language.
  • Encourage your child to teach the foreign language he is learning to the rest of the family. This gives your child the role of a foreign language teacher, encouraging his brain to reinforce learning, and the opportunity to practice the skills he has gained. It also boosts his confidence and speaking abilities.

Older Foreign Language Learners

If a foreign language is not introduced until a child is in his teenage years, he is still able to maximize his learning – with some additional help. Once your child has been introduced to foreign language within the school setting, help reinforce learning at home. Often, one short class a week in foreign language isn’t enough to create concrete learning. Spending time with your child reinforcing his learning shares your desire to see his success in learning a secondary language, and offers an opportunity for some quality together time.

It is never too late to learn a foreign language. The adult brain is always ready for new information, and by using repetitive methods and immersion, the older brain is able to absorb new language learning just as well as a young child’s.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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Apr 26, 2011 Posted by In Stages of Child Development Tagged , Comments 1

Right Brain Dominant Learners

learning

A child’s brain is an amazing thing with areas in charge of logical thought, which may not seem to be used as often as parents (and teachers) would like, and also creativity. The brain is divided into two hemispheres – the right and the left. The left side of the brain is dominant over the right side of the body and the right over the left. This means left-handed individuals are thought to be right brain dominant, but it is not always the case. Before labeling a child as a right-brain learner, remember that the entire brain works together to create a complete human being, but many do have tendencies toward a specific half.

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Apr 26, 2011 Posted by In Brain, Right Brain / Left brain Tagged , Comments 4

The Left Brain Dominant Child and Learning

child development
While you’re finishing family dinner, your child has quickly organized and described how his food is positioned on his plate according to color. When at school, he’s ready to answer every question with the right answer and can’t get enough of working through interesting and challenging problems. Sounds like you have a left-brain dominant child in your home.Just like the majority of the population, your child favors his logical and objective left-brain over his creative and freethinking right brain. Although our bodies use both sides of our brains to make decisions and perform daily functions, we all seem to lean to one side or the other. And, there is not one that is better or worse, just different. Every parent wants their child to succeed and excel in school and his future ventures, so finding more information on how to tap into his best way of learning, and helping him remember the importance of his creative right brain is key.

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Apr 26, 2011 Posted by In Brain, Right Brain / Left brain Tagged , Comments 0

Behaviorism and the developing child

behaviorism

Parents often wonder why their child acts a certain way at certain times. What they don’t realize is that the answer is simpler than they think. The brain is conditioned to respond in a certain way. It is a learned behavior that repeats itself over and over. A child learns that if she cries, she will get a response. And, she might figure out that a certain specific behavior will really get a response, such as throwing a temper tantrum, which no parent enjoys and wants over as quickly as possible. So, a special something is given to the child to stop the behavior. Her brain just figured out, through conditioning, how to get a special treat.

What is Behaviorism?

Behaviorism is a learning theory that focuses on observable behaviors. It is broken into two areas of conditioning – classic and behavioral or operant. Most are familiar with operant conditioning, where one learns through reward what behavior is desired. B.F. Skinner spent lots of time exploring operant conditioning through research with animals, which proved that behavior is a learned response. Classic conditioning is a natural reflex or response to stimuli. When a child feels apprehension at the thought of taking a test, she’s exhibiting classic conditioning.

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Apr 26, 2011 Posted by In Behaviorism, Educators, Featured, Kids Tagged , Comments 2

The Importance of Imaginary Play in Child Development

learn through play

Things are pretty quiet in the other room and you begin to wonder what your child is up to. You sneak a peak around the corner and observe her sitting with a stuffed bunny delicately wrapping its ear with a napkin. You continue to watch as she gently places the wounded stuffed bunny on a blanket and pretends makes a nice pot of hot tea to share. You may think it is just fun and games, but your child is learning through that imaginary play, expanding her vocabulary, and encouraging brain development.

Imaginary Play and Learning

The understanding that playing expands learning and child development is an essential step in helping a child become the best she can be. The concept of play has been around for centuries, with play artifacts dating back to Ancient Egypt, more than 3000 years ago. The found crude dolls, balls, game pieces, and carved animals prove that kids are kids – no matter what time period, or location, they are from. All children are intrinsically drawn to play and learn through the experience. They contain an internal motivation to try new things and copy behaviors of others. A child’s development is enhanced when she is encouraged to explore these new skills through play and rewarded internally through feeling a sense of accomplishment, which inspires further positive learning and behaviors.

While a child is exploring through imaginary play, she is figuring out how things work and learning more about problem solving. Along with imaginary play, a child also experiments with imitative play, or copying the behaviors of others. Through imaginary and imitative play, a child is able to hone important life skills that cannot be taught through flashcards or academic drills. It also encourages the brain to think in new and interesting ways.

Development of Imaginary Play

A child’s first foray into imaginary play is often very repetitive. Around 18 to 20-months of age, she may discover that moving a small plastic animal from one place to another internally motivates her to say the name of the animal and then make a realistic representational noise for the animal. This may not seem like anything amazing to adults, but for the child, her brain development is being heightened through her ability to use her fine-motor skills to grasp and move the toy, her learning connection of knowing the proper name of the animal, and the language skills to make the correct animal noise.

As a child develops, her imaginary play becomes more experimental, and through the learning she obtains from imaginary and imitative play, she is expanding her knowledge of her limitations and abilities. Providing a child with basic props – even a large cardboard box – is a great way to encourage learning and development. Along with imaginary play becoming more complex around the age of three, it also becomes more interactive. This is an awesome opportunity to engage in pretend play with a child and learn more about her learning style.

All children develop and evolve at their own pace. If your child has not hit a developmental milestone at a time you feel is appropriate, do not assert pressure on the child to perform. A child will begin her experimentation with imaginary play when she is ready. If you feel there may be something hindering your child’s development, contact your family physician.

Ways to Encourage Imaginary Play

Encouraging imaginary play is as easy as getting down to the same level as the child. There are three simple ways imaginary play and child development can be encouraged in the home:

1. Create a space. Turn that unused corner of the kitchen or barely used guest room into an imaginary play panacea. Creating a dedicated pretend play spot allows the child to have a play place that will always be there when she is ready. Clearly define the location and remove any items that may interfere with the child’s play or cause concern, such as breakables. As an adult, create a balance between useable space for the home and space for the child while enjoying imaginary play. Placing a dedicated pretend play space next to the china cabinet might not be a successful experience for child or adult.

2. Create time. Our lives are busy, and often the television is turned on or a video game is played for entertainment. Instead of relying on electronics, turn everything off, which encourages the child, and yourself, to enjoy some pretend play. When a child feels motivated to turn to imaginary play instead of the television or a video game, she is motivating her brain and boosting her learning skills. Open-ended play builds a critical cognitive skill called executive function. Just a few of the skills built though executive functions include listening, waiting, self-control, self-motivation, and cognitive flexibility. And, for adults, taking the time to play encourages healthy bonding between a child and an adult, lowers stress, and is plain fun!

3. Provide props. Before heading to the store for the latest and greatest pretend play toys, take a look around the home. Items that may not seem exiting to an adult could turn into an amazing spaceship or antennae for a creative costume. Before tossing out that packing box, why not paint the outside with the child and construct a castle? Bits of fabric can be turned into colorful capes, and paper bags can amazingly be transformed into hats or jackets with some simple cuts and the help of masking tape.

Imaginary play is not only fun, it enhances a child’s development and learning in amazing ways. And, you might find yourself having an enjoyable time, too!

Sarah is an art educator and parent. Visit Sarah’s website here.

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Apr 26, 2011 Posted by In Child Development, Stages of Child Development Tagged , Comments 1

Good at Math? Good at Science? What’s Your Brain Type

brain types

Understanding your brain type will give you clues to how your mind solves problems. Maybe you, or your students or children have a difficult time with crossword puzzles. Maybe your biggest difficulty has always been math. You might be surprised to know that your dominant brain type has an effect on your learning.

“Your dominant brain type has a very significant affect on your study skills, homework habits, and grades. For instance, some students may struggle with specific assignment types or test questions, based on their specific brain types,” according to HomeworkTips.

But not to worry, once you know your brain type, you can get on the right track to be able to understand difficult concepts or assignments.

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Apr 26, 2011 Posted by In Brain, Featured, Right Brain / Left brain Tagged , Comments 4

Constructivism and the Developing Child

learning styles

Through the concept of constructivism, a child is encouraged to learn through determining his own path of knowledge and individual process. Each child is different and special, just like their learning, and constructivism supports the idea that we construct our own understanding of the world we live in through generating rules and ideas based on individual experiences and trial and error. With the learning theory of constructivism, there are no flash cards or standardized tests. Instead, the child is supported to follow his instinct and create his own knowledge and strategies for understanding and learning.

What is Constructivism?

The history of social constructivism leads us back to Lev Vygotsky and his social theories of learning. His studies found that a child often successfully accomplished new tasks while working in collaboration with an adult instead of on his own. This does not mean the adult is teaching the child how to solve problems, but in the act of the adult engaging with the child, the learning experience improves and offers the child the ability to refine thinking and perform effectively. It is the idea of “can do” versus “cannot do” and offering the child opportunities to change to the “can do” attitude with supportive, individual adult input.

By combining the idea of social and cognitive constructivism, the child is able to develop in positive ways. Social constructivism emphasizes the learning a child accomplishes through interaction with others and outside experiences. Cognitive constructivism is based on a child’s developmental stages and individual learning style. As stated before, each child is different and when his specific learning style is determined, his ability to learn is enhanced, especially when adults are able to fine-tune teaching to fit his specific learning.

Teaching with Constructivism

The educational system is not conducive to comfortably support constructivism in the mainstream classroom. But, there are small things educators, and parents, can do to support a child’s learning and development through constructivist theory. It is thought that most educators view learning as an objectivist theory, with the belief that learning exists outside of the bodies of learners residing in books and other educational documents. This leads to curriculum being based on teaching the child through textbooks instead of through experience. Through constructivism, the main way of learning is the senses, causing the brain to build a full understanding of the surrounding world. This leads us back to the understanding that each child is an individual creating unique responses and experiences.

With testing being the popular way to determine a child’s knowledge base, constructivism encourages the concept of experience and interaction. The process of learning through doing and engaging is the goal. Also, understanding each individual child’s prior-knowledge is key, used to build and grow adult interactions and teachings. This encourages greater bonds between adult and child, and deeper educational experiences resulting in higher knowledge and self-esteem.

Ways to Integrate Constructivism

Introducing constructivist theory may seem like an unattainable goal for the classroom, but educators can make a difference through making simple changes and a bit of extra time. Parents can benefit from doing the same thing, creating a positive environment where the child is encouraged to explore and build his knowledge base through constructive ideals.

Take time to talk: It’s challenging in a bustling classroom to cover topics required by state standards of learning and maintain requirements of the school, but shortening lectures and book study and adding more interaction and discussion is one way to offer each student the opportunity to take part in learning. Including activities that encourage the student to apply their existing knowledge and real-world experiences promotes constructive learning. A healthy class debate is always a wonderful way to talk things out and hypothesize new ideas and problem solving.

In the home, take time to talk through problems and encourage conversations at the dinner table, discussing new and exciting topics. And, do not forget to ask lots of open-ended questions!

Doing is learning: Get out of the classroom and use those senses for learning! This goes for the home environment, too. As a population, we get caught up with the Internet and other social media as ways of entertainment and education. The big textbook has been replaced with surfing the web. Turn to the great outdoors, along with real-life social interactions for learning and growth. Taking students into the real world to test their ideas and knowledge benefits constructive learning and understanding. Encourage a group discussion to finish the lesson after the out-of-classroom experience. And, parents can do the same by getting out of the house for a simple nature walk.

Ditch your expectations: Constructivism is not about test results and rote learning but about developing the child’s senses and understanding of the world around him. Find ways to encourage that learning through doing activities that are free of set limits and end results. Allowing a child to experiment with open-ended activities encourages creativity and self-esteem. If talking about weather systems, have students create a colorful weather collage. When discussing architecture, brainstorm as a group ways for building better covered bridges. Not only is the child developing his brain in amazing ways, he is pushing his senses to the limits, learning more about his strengths and weaknesses and then making adjustments. Offering pre-tests allows for the teacher to gain understanding of student’s existing knowledge, aiding in creating educational lesson plans.

In the home, direct open-ended questions without pressure or expectations. Use language focused on learning, instead of on results such as grades, to instill confidence.

Introducing constructivist theory into the home or classroom is easier than one might think and offers fantastic benefits for both child and adult.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

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Apr 26, 2011 Posted by In Child Development, Educators, Kids, Learning styles Tagged , , Comments 2

Observational Learning and the Young Child

observational learning

Observational learning is what it sounds like, learning through observing. The old saying, “monkey see, monkey do,” is fitting when discussing this learning theory. With the child’s internal motivation to learn and accomplish new things, observational learning is the first way of exploring her abilities. She see’s a caregiver’s smile and reciprocates it. She hears her parents’ voices and mimics the sounds. Observational learning allows the brain to tap into its inner need to excel and advance at the most basic level – watching and doing.

Observational Learning and The Brain

Albert Bandura, a leading researcher in the area of observational learning, is well known for his bobo doll studies dealing with observational learning in the early 1960’s.  He created a movie of a young woman hitting, kicking, and yelling at a blow-up doll.  After showing the film to a group of young kindergartners, they were sent to a playroom filled with bobo dolls. As one might guess, the children copied the modeled behavior, and aggressively hit and kicked the bobo dolls. The realization that the children changed their behavior without reward didn’t fit with traditional behaviorist thinking of the time, and Bandura labeled the learning “observational” or “modeled learning.”

Along with observing and doing, Bandura combined the cognitive and operant view of learning to formulate a four-step pattern seen in observational learning.

  1. Attention – something is noticed within the environment and the individual is attentive to it.
  2. Retention – the behavior is noted and remembered.
  3. Reproduction – the individual copies or emulates the behavior that was observed.
  4. Motivation – the environment provides a consequence that changes the chances the behavior is repeated through either positive or negative praise or punishment.

The mirror neuron theory along with observational learning encourages an individual’s desire to sympathize and also respond similarly when behavior happens. Mirror neurons are a collection of brain cells that fire when an individual observes someone making the same movements as her own, causing a reaction. For example, when observing someone folding a sheet of paper and receiving a paper cut, one often flinches in sympathy. This plays a role in observational learning. Just as a child learns from observing others, her brain is ready to respond in ways from observing other’s responses from actions. Also, mirror neurons are fired when making faces in response to others, such as smiling when someone else smiles, or frowning in disapproval as someone else does.

Observational learning takes place automatically, and begins at birth, which means it is a powerful learning tool and way to shape a young child’s mind. A parent is the first model to a child, and in later years, friends and other adults offer the child models for establishing learning and behavior. And, observational learning can be one of the most powerful strategies for modifying or shaping behavior.

Behavior and Observational Learning

When a child is in a situation where a peer or an adult exposes her to a new behavior, she is attentive to what is new and often tries the behavior for herself – sometimes with not such positive results. As adults, it is our role to jump in and model the behavior desired to assist with promoting appropriate outcomes. Often, an adult becomes frustrated when a child misbehaves but forgets to look at his or her own actions. If the adult models yelling when angry, and then punishes the child when she yells in anger, the adult is not taking into consideration observational learning theory.

Modeling behavior is the first step in observational learning and sometimes it is hard to remember to follow your own rules and regulations, whether in the home or the classroom. If you ask a child not to eat in her room, but she sees you enjoying a snack in bed, she is getting mixed messages. A child often benefits from observing others perform tasks successfully, encouraging her own behaviors and decision-making. Aiding a child in accomplishing a challenging task, like tying her shoes by modeling how it is done, is an example. It is beneficial for the child to be exposed to several models, which helps break stereotypes and preconceptions.

Along with holding attention while modeling behavior, following with proper motivation is key. Setting realistic expectations for children, as well as explaining them in detail, offers the ability for the child to feel she can succeed along with building self-esteem. Also, clearly defining consequences can aide in increasing positive behaviors.

As adults, we can take the time to model behaviors we desire from children and young adults, which benefits all. Along with modeling positive behaviors for youngsters, spending time communicating clearly and defining consequences creates a comfortable environment for observational learning.

Sarah is an art educator and parent. Visit Sarah’s website here.

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Apr 26, 2011 Posted by In Child Development, Learning styles Tagged , Comments 0

Teaching and Identifying Learning Disabilities in Students

teaching methods

Being able to identify and effectively diagnose learning problems in students can benefit both the child and the teacher. As an educator, if you know what modifications you can make in your teaching to ensure the child learns in a way that he or she is able, you will be able to bridge a gap that others may not be able to. Additionally, by tailoring your lesson plan, you might help other children, who don’t display difficulties, learn in new and innovative ways.

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Apr 26, 2011 Posted by In Teaching methods Tagged , Comments 2

Right Brain Learning

right brain learning

The right brain is an important part of who we are, but is often pushed to the side with the dominant left-brain taking control. The left-brain is in charge of logical sequencing, rational thought, and analytical reasoning. But, the right brain aids in subjective thought, holistic thinking, and intuition – all essential parts of development and learning. With most educational settings focused on teaching to the left-brain, often the right brain is neglected, leaving out an important part of brain development.

Right brain learning theory is the idea of focusing learning on the right hemisphere of the brain. There are ways adults can adjust teaching situations within the classroom or home to encourage the child to support the right brain and tap into all it has to offer. The right brain offers skills that will help promote and create a smarter and more productive adult better suited for the future workplace. Daniel Pink, author and educational speaker, finds there are six right brain senses that are beneficial including learning the value of:

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Apr 26, 2011 Posted by In Brain, Right Brain / Left brain Tagged , Comments 0
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