Developing the Language Development of Youthful Kids

How Do Kids Learn Language?
There are numerous theoretical approaches to explain how kids learn to speak and understand language. It is most likely that no one theory can clarify the entire language growth process. However, significant insights can be gained by examining several major academic approaches.
Teacher training
teacher training institute argue that kids have a natural desire to make sense of the world. With their natural drive to attend to the spoken word and sort out meanings, kids can use verbal communication as a way to make sense of their world.
Teacher training explains that certain behaviors are learned easily or canalized by members of a species. These canalized behaviors are hereditary; the members of a species are prepared to learn them with little effort. In humans, a canalized behavior contains learning to use tools and language.
According to early childhood education there is a natural language acquisition device somewhere in the brain that facilitates language attainment. Because young kids learn language so smoothly, yet lack the mental ability to analyze the rules and structure of the language rationally, he proposed that there must be a mechanism that allows kids to acquire the structure of language naturally. Anyone who has studied a second language understands the complexity of mastering the complexities of grammar, usage, meanings, and word order that are part of any language system. When kids are born they have the capability to distinguish any sound in any language system
Social Learning Theory
Social learning theory explicates that kids copy the words and language patterns they hear by watching and listening to the models, caregivers, and family members in their life. Some kids copy German words, others copy Japanese words, and still others copy English words. They repeat those sounds that are rewarded with smiles and admire dada and mama and drop out those sounds that are not rewarded
Ways to Encourage Language Development by pre primary teacher training course.
In most cultures adults and even older kids tend to use a particular style of speech when interrelating with infants. This style of speech is called parentese, and it provides a gallows for the learning of language. Parentese is not baby talk. Instead, parentese remind you of the way some adults speak to pets and involves the use of slightly higher than normal pitch, overstated vowel sounds, short and simple sentences, repetition, overstated stress, and pauses between sentences. While talking about ongoing events, the speaker simplifies the speech.
However, communication is not always begun by adults. Children can start social communication. Adults can then take their cues from the child's efforts by taking turns vocalizing, smiling, and cooing while maintaining eye contact.
A kid's environment is the most dangerous part to language development. Surroundings free of abuse and overload stress frees the brain to generate the necessary language connections. In such an atmosphere, adults need to provide a language-rich, fostering world in which helpful caregivers promote an infant's language efforts, however prehistoric.
Importance of Play
it appears that certain types of play are mainly useful for promoting language. Nursery teacher training in Mumbai observed parents playing with their kids with a variety of toys-shape sorters, toy vehicles, and dolls. Neither boys nor girls spoke much when playing with the toy vehicles. The most language communication and exposure occurred as kids played with dolls. That makes sense...dolls invite talk. So do puppets block people, and puffy animals.
Yet, the best way to make easy language development requires no props or luxurious equipment. Language can be encouraged by simply talking with kids. Get on the kid's physical level, make eye contact, give complete attention, and have a chat. Because kids need to talk and be spoken to, we need to engage them in conversation. People who study the nature of adult/child communication tell us that adults tend to talk at kids, not with them.
Caregivers can encourage language development by making available playthings that encourage talk. Try placing telephones in several different centers. Add little people to the toy car collection. Place good-looking puppets in a gutted TV cabinet. Give dolls baths in the water table. Make stick puppets, bag puppets, and sock puppets. Change the theatrical play area regularly and help kids learn to use the special and technical vocabulary of a shoe store, gas station, campground, puffy animal clinic, pizza parlor, or workout gym.
Too often early childhood care professionals are busy with what needs to be done, busy with the vital things of life. When kids try to connect us in conversation we might be convinced to listen with half an ear, give a silly response, and get on with the main work. In fact, when researchers studied the communications of fathers and kids, they discovered that fathers spoke with their kids for only minutes per day. Is it any surprise that preschoolers often rush and slip in their attempts to say it all quickly before the adult stops paying attention? Self-confidence is built when we give a kid our full attention.