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Related Concept Videos

Language Development01:22

Language Development

449
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
449
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

325
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
233
Steps in the Modeling Process01:14

Steps in the Modeling Process

310
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
310
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

79
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
79
Language01:16

Language

424
Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
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Updated: Sep 11, 2025

Group Synchronization During Collaborative Drawing Using Functional Near-Infrared Spectroscopy
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Children Draw Talking Around the World.

Sharynne McLeod1, Carolyn Gregoric1, Jessamy Davies1

  • 1Children's Voices Centre, Charles Sturt University, Bathurst, New South Wales, Australia.

Language, Speech, and Hearing Services in Schools
|August 13, 2025
PubMed
Summary
This summary is machine-generated.

Children globally express their communication experiences through drawings, revealing insights into their social interactions and feelings about talking. This study enhances understanding of child communication for better service delivery.

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Area of Science:

  • Child Development
  • Linguistics
  • Cross-Cultural Psychology

Background:

  • Understanding children's communication is crucial for effective service delivery.
  • Children's perspectives on talking and social interaction require further exploration.

Purpose of the Study:

  • To analyze how children worldwide depict themselves talking.
  • To gain insights into children's perspectives on communication through drawings.
  • To inform service delivery by understanding children's communication experiences.

Main Methods:

  • 200 children (ages 2-12) from 24 countries participated.
  • Drawings were analyzed using descriptive, developmental, focal point, meaning-making, and systemic functional linguistics frameworks.
  • The Early Childhood Voices Drawing Protocol was utilized.

Main Results:

  • Drawing ability correlated with age.
  • Children depicted positive emotions about talking, with focal points on relationships, body language, and social proximity.
  • Analysis revealed 10 meaning-making themes and rich linguistic details in depictions of talking.

Conclusions:

  • Children use drawings to communicate diverse aspects of talking, including partners, settings, topics, and emotions.
  • Insights from children's drawings can enhance communication assessment and intervention strategies.
  • Drawing provides a valuable medium for understanding children's communicative experiences globally.