Synthesis of a skill approach to language development.

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.