LANGUAGE DEVELOPMENT

From The Desk - Language Development

The acquisition of language is certainly one of the central themes of the development of young children. In spite of the hype around computers and the proliferation of children’s videos, the basic requirements for language acquisition have not changed. From Plato to modern politicians, the spoken and written word has and will be still the most important way by which humans communicate. The incredible thing is that young children progress from basically no language to a fairly mature language system in the short period of 6 years. It is true that we can enhance this process, but in healthy children within a normal emotionally sound environment, the process of acquiring language is almost like a miracle.

The crucial issue for preschools is not to succumb to pressures to increase technology in their programmes but to increase social and emotional content. Language is inextricably linked to social and emotional learning. The problem is however, that we do not plan for socio-emotional learning. It is mostly concealed in what Pam Reilly called “the hidden curriculum of the home and the school”. The hidden curriculum is seldomly planned. However, the hidden curriculum has to do with important issues like norms and values and how children are exposed to these norms and values. As teachers we need to clarify our own value system. We also need to confront our beliefs about children because that is central to our communication and teaching method.

The preschool, whether we have noticed or not, has changed. We have changed because of the changes on the macro educational front. OBE has brought the central issues of trust and respect between teacher and learner out in the open. However, preschools have also changed because the needs of children have changed. I am always saddened and amazed when I hear staff members of full-day facilities blame parents for a variety of problems with their children. We will have to face the ever-increasing demands made on preschools. Parents leave many of the traditional parenting tasks to preschools. These demands will be greatly influenced by the impending HIV pandemic that is already on us. Preschools of the future will have to assume the role of the family in the absence of family members.

A project that feeds and cares for HIV-Aids orphans North of Pretoria, estimates that they feed 200 children daily and that most of these children have no surviving family members left. The sad fact is that these 200 children are probably only the tip of the iceberg. The changes in the community will force preschool managers to look at the services they are offering. This will affect the criteria for appointing staff, as an example. The content of the curriculum will be affected as well.

Do you read this and think that most of your children are white and not affected by this tradegy? Can we isolate ourselves from the needs of children? Is there a way to address this? Most of these questions pose more questions. Nevertheless we will have to face them at some stage.

One of the areas of development affected by the changes in circumstances in young children’s homes, is language development. There also seems to be a general trend towards exposing young children very early to English as a second language because parents plan to put their children in private schools.

Back to Top