IDIOMAS
The functions of language in two children of six
2014 Developmental change evolves more slowly in early childhood, the period from 2 to 6 years of age, than in infancy
The functions of language in two children of six The language and thought of the child Developmental change evolves more slowly in early childhood, the period from 2 to 6 years of age, than in infancy. They present a bewildering patchwork of vulnerability and ability, logic and magic, insight and ignorance. Children at this age can talk in endless sentences but are keen listeners when an interesting story is being told. Their present desires can be curtailed with promises of later rewards, but they may not necessarily accept the offered terms, negotiating for an instant as well as a delayed reward. They develop theories about everything, and these are constantly measured against the world around them. However, despite their developing independence, 3- year-olds need assistance from adults and siblings. They cannot hold a pencil properly or string a loom or tie a knot. They do not have the ability to concentrate for long periods of time without a great deal of support, and they wander on tangents in their games and conversations. Preschool children's thought processes are characterized by great awareness; yet these islands of sophistication exist in a sea of uncertainty. Children during this period still understand relatively little about the world in which they live and have little or no control over it. They are prone to fears and they combat their growing self-awareness of being small by wishful, magical thinking. 1° Adapted information, together with most of the q´s and answers which we shall examine later, constitute the only categories of child language whose function, in contrast to the diverse functions of the ego-centric categories. (Intellectual processes) 2° The frequency of adapted information 3°These information conveyed 4°The arguments between two children
Criticism and Derision There is nothing peculiar about these categories in children; only their percentage is interesting (Information and dialogue) (their function is not to convey thoughts, but to satisfy non-intellectual instincts such as PUGNACITY, PRIDE, EMULATION, etc)
Q´s and Answers
Do they both belong to socialized language? As far as answers are concerned we need be in no doubt. Indeed, we shall describe as an “answer” the adapted words used by the person spoken to, after he has heard and understood a question. In addition to these we have one “logical why”. It is clear how rarely children ask each other “why?”, and how little such q´s have to do with causality. As a result of that it proves how individualistic the child of 6 still shows himself to be in his intellectual activity, and how restricted in consequence is the interchange of ideas that takes place between children.
Conclusions Reflexion in the child does not admit of privacy. Apart from thinking by images or autistic symbols which cannot be directly communicated, is incapable of keeping to himself the thoughts which enter his mind. He says everything. He has no verbal continence.