Here is the synopsis of our sample research paper on Developmental Differences That Can Be Expected In Language Acquisition For Preschool, Kindergarten And Primary Aged Children. Have the paper e-mailed to you 24/7/365.
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5 pages in length. The writer discusses why there are differences among age-related learning, as well as talks about DISTAR and Reader Rabbit as beneficial learning tools. Bibliography lists 9 sources.
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5 pages (~225 words per page)
File: LM1_TLCLangChld.rtf
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Unformatted sample text from the term paper:
learn to speak, the do so with random changes. For a normal child, developing language skills is accomplished with little conscious effort; by the age of three, most children
are speaking their native tongue in "fluid, grammatical sentences" (Pinker, 1994, p. 210). Scientists have thus concluded that "specialized circuits" (Pinker, 1994, p. 210) exist within the brain that
assist the ability of eloquent speech. In order for one to understand more fully the phenomena between language and learning, one must first
understand the subtle nuances of the brain and how it processes information. The brain uses "three interacting sets of structures to process language. The first set allows individuals
to form abstractions, metaphors and concepts. The second set represents rules for combining words into spoken and written sentences. The third set mediates between the first two" (Damasio
et al, 1992, p. 88). When neuroscientists talk about language they are referring to the ability to use words or signs (as in the sign language used with the
deaf). Combining words into sentences is part of this action, so that the ideas in ones mind can readily be conveyed to others. One must also utilize the
ability to comprehend words spoken by others and turn them into understandable concepts in ones own mind. Studies clearly indicate how early stimulation helps young children get a jumpstart on
their linguistic, cognitive and social/emotional aptitude, reducing any "long-term deficits" (Caldwell, 2003) that might occur due to any delay in entering preschool. Children who are not developmentally prepared for
kindergarten are done a disservice if forced to integrate with a much more advanced group of classmates and must be exposed to instruction suitable for their particular level of understanding.
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