A
Skill Approach to Language Development.
First of all, skill
development is like a set of structured skills which work together to transform
rules. Then, we are going to describe the concept of skill, which is an
organized ability that is composed of one or more components under the control
of an individual. Those components can be sensorimotor actions,
representations, or abstractions. It is important to make mention that a skill is
part of our own thing that we do day by day, and all those skills can defines
us like a skillful person. It depends of the thinking that we have and also is
determined by the person`s actions and the environment that supports that
actions.
This chapter
is going to be divided into two important views such as skill levels and language
levels, each one of them contains important information that we have to
know. At the beginning, with skill level, is when you are determined to have many
different levels it is because you have differents skills to prove that. One of
these levels is the following.
·
Optimal level: It does not seem to be increasingly
constant, because it has faster changes but at the same time it has slow
changes. This kind of level take into account the age and population of
language skills. The optimal level is developing from the infancy to adulthood.
Talking about
transformation rules, the reading says that is important just to understand
better the acquisition of language, to make mention of one of the rules which
is the compounding where an additional component is added to a skill. Then, for
the experimental evidence, which involves many behaviors as a self-recognition,
such as; classification skills, skills for social interactions, object
permanence, agent use, social roles and spontaneous play. Factors like,
practice, task and stimuli can not affect the developmental step, or the
maturity of a skill. Each child develops differently behavior from every other.
Behavior
is ambiguous, by this way children use different strategies to compact good
behavior; these different strategies can be involve with some skills, and of
course the behavior will take a better view.
Talking
about the language levels is important to mention that language sequences that
a child demonstrate will be determined in great part by his/her own individual
language environment. The language skills are meant to be illustrative rather
than comprehensive. In addition, language involves many different sets of
skills, such as vocalization (articulation, motor control, intonation); hearing
and much more.
The
level 3 is about the sensory-motor
systems which include intonation, communication, comprehension of single
words, and production of two-word utterances.
·
At first, in intonation we can define it as the
variations in sounds that the child can imitate, without the use of any words.
·
Communication, where the child have to be able to
interpret other´s intentions, and also the child can communicate by himself,
just simple situations in one aspect of how is he/she feeling.
·
Comprehension, which involves elementary communication
and it is far in advance of the speech production. The child can have help to understand
what is still communicating.
·
Production is the kind of utterances that can be
understood and they cannot be different or strange for the child because the
utterances need to have a relation of words.
All these kind
of skills involving language or communication, to remain again intonation,
communication, comprehension and production are still sensorimotor.
Level 4 is
about systems of sensorimotor systems, which are single representations. In
this level the child can coordinate two or more systems, and because of he/she
can represent them. Children can integrate some skills. For example, in one
hand; single words, child is able to use the appropriate words, and he/she is
able to coordinate them, at the time to relate something. In the other hand multi-word
utterances where child is able to concrete more words, then just to speak
two-word utterances productively.
At least in
level 5 which is about of how to combining representations, where how the child
construct more and more complex. The child can understand a little more, but
the development does not stop here because the child has to pass by others
processes to build more complex rules, coordinating single representations and
coordinating multiple aspects of representations to build abstractions.
In this
reading, as we can observe there are different stages of how we can develop our
own skills and it is really important, also how we can appropriate the language
to build better things in our formation, adding more complex.
