The video I watched talked about, "Language for Learning: Preschoolers," which offered a valuable insight into the language development and cognitiv

The video I watched talked about, "Language for Learning: Preschoolers," which offered a valuable insight into the language development and cognitive milestones of preschoolers in an Australian early childhood education setting. In this analysis, I explore from the observed theoretical perspectives, developmental milestones, and language functions in the context of prominent theories such as Jean Piaget's cognitive development stages, as well as other relevant theories like Behaviorist, Nativist, Maturational, Cognitive Developmental, Social Interactionist, and Neurobiological.

Where, I understood some critical views and understanding more details to understand the theories and connecting them with the video. Giving me a clear idea and through video seeing inner working of how this theory and the situation and scenario in the video aligns with what I have studied throughout the course of action.

1.Discuss a theoretical perspective that can be observed in that video (from those covered in week 4).

Under Theoretical Perspective: From this perspective, I found this video does primarily aligns with the Cognitive Developmental perspective, particularly with Jean Piaget's theory of cognitive development. Where, Piaget proposed that children progress through distinct stages of intellectual development, each marked by qualitative shifts in thinking. These observed interactions in the video did reflect Piaget's stages which are:

Sensorimotor Stage (Birth to 18-24 months): Putting emphasis on planting in the garden and naming objects like broccoli and flowers aligns with the sensorimotor stage, where children develop object permanence and explore their environment through sensory and motor activities.

Preoperational Stage (2 to 7 years old): The discussions about drawing, creating patterns, and categorizing items into different containers did highlight the symbolic thought characteristic of the preoperational stage.

Concrete Operational Stage (Ages 7 to 11 years): The segment involving counting circles and X's, as well as discussing the butterfly and sunflower, which did reflect the logical thought which associated with the concrete operational stage.

Formal Operational Stage (Adolescence to adulthood): Although not explicitly covered in the video, the focus on problem-solving, critical thinking, and reasoning hints at the formal operational stage, where individual (Children) did develop scientific reasoning abilities.

2.Identify what developmental milestones are taking place in the video.

Under Developmental Milestones: I found that the milestones did provide me with a great insight into the depths of these milestones as follows:

a. Sensorimotor Stage: Object permanence which I saw provided evident as children were discussing what to plant in the garden.

b. Preoperational Stage: Symbolic thought was also being demonstrated through drawing and categorizing items.

c. Concrete Operational Stage: Logical thought, I also observed in the video in activities like counting circles and discussing the butterfly and sunflower.

3. Identify which functions of language can be observed in the video.

Under Language Functions: I found that the video showcased various language functions which contributes to children's cognitive development.

Positive Language and Expansion: Where, I found the teachers used positive language to encourage children's ideas and expanding on their responses, fostering a positive learning environment. Which I found quite extraordinary.

Questioning and Reasoning: I found that open-ended questions was also employed to prompt and promote reasoning and problem-solving skills. For instance, where teacher and children were discussions about the garden, worms and plants, and butterfly and sunflower involving questions that stimulate critical thinking. Voting and counting.

Redirection and Vocabulary Building: While observing the video, I also found that teachers were redirecting discussions to introduce children with new concepts, and children were encouraged to express themselves using a rich vocabulary. This aids in the development of language and cognitive skills.

Narration and Concept Development: The teachers narrate activities, such as sorting items into different piles, to support concept development and reinforcing cognitive understanding.

Multilingual Engagement: This video also incorporated multilingual interactions, reflecting the diverse linguistic context which is also relevant to an Australian preschool setting. This aligns with the Social Interactionist perspective, emphasizing the importance of social and cultural context in language development.

Theories Beyond Piaget: While Piaget's Cognitive Developmental theory is prominent, this video also resonates with other theoretical perspectives:

Behaviorist: The use of positive reinforcement, praise, and encouragement aligns with behaviorist principles, emphasizing the role of positive language in shaping behaviour.

Nativist: The natural acquisition of language was also evident as children spontaneously express their thoughts and ideas, supporting nativist theories of language development.

Social Interactionist: The emphasis on social interactions, discussions, and collaborative activities did underscores the importance of social engagement in language and cognitive development.

Neurobiological: This video also did provide me with the glimpses of brain-based learning, particularly when children are engaged in activities that stimulate their curiosity and problem-solving skills, contributing to neurobiological aspects of learning.

Conclusion:

In conclusion, "Language for Learning: Preschoolers" video which I did choose to go through did provide me with a rich context for understanding language development and cognitive milestones in preschoolers within an Australian early childhood education setting. The analysis integrates Piaget's Cognitive Developmental stages with other relevant theoretical perspectives, highlighting the multifaceted nature of language acquisition and cognitive growth. The use of positive language, multilingual engagement, and diverse activities collectively contribute to a holistic approach to fostering language and cognitive development in preschoolers.