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VYGOTSKY AND OTHER SOCIAL
Social interactionists argued routines and rituals teach children about spoken discourse and turn-taking.
This supports the idea brought forward of the LASS. THE LANGUAGE ACQUISITION SUPPORT SYSTEM was introduced by
BRUNER. He argued that children learn from the predictive nature set by routines, e.g. reading books before bedtime.
BRUNER'S LASS can also assist explaining reading acquisition.
There is a focus on interactions with carers which is supposed to extend vocabulary and aid their social and cognitive
Play and language acquisition!
VYGOTSKY observed children's play and argued this
assists social and cognitive development.
He argued young children used props as `pivots' in
play, whereas, older children used their imagination
to support play.
GARVEY studied pairs of children playing and found children often adopt roles and identities, they act out storylines,
invent objects and settings as required in a role-play scenario. This is known as SOCIODRAMATIC play and fulfils
HALLIDAY'S IMAGINATIVE FUNCTION (of speech).
Child directed speech!
BRUNER put forward the idea of which is where adults help
children advance cognitively. Bruner suggested that adults
withdraw support as children's skills develop and they
become more independent.
VYGOTSKY'S ZONE OF PROXIMAL DEVELOPMENT (ZPD) was put
forward to support the idea of how adults and children
work together to move