CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
Dear DECE Graduate Students, welcome to Module 4! This module focuses on the RECEPTIVE
LANGUAGE DEVELOPMENT of the very young learners. Receptive language refers to how the very
young learners in early childhood education and development understand the language. In this module you
will be engaged in five different activities to holistically cascade your full understanding on the receptive
INTRODUCTION
language development of every learner entrusted to your care.
Beforehand, you are expected to acquire these desired learning outcomes:
Learning Objective 1: discuss how important receptive language is to the language development of the very
young learners
Learning Objective 2: cite four necessary building blocks to develop and enhance the receptive language
development of the very young learners
Learning Objective 3: determine possible problem of each learner with receptive language
Learning Objective 4: itemize strategies that you need to employ in order to improve the receptive language
acquisition and development of each learner
Learning Objective 5: lay out classroom activities that could help address the receptive language
development of each learner
A child's speech and language development become more advanced beginning around age 3 through age 5. Receptive language skills
during this period become more sophisticated; a child learns to make subtle distinctions between objects and relationships. Also, the
child can understand multi-step requests. Most children also gradually speak more fluently and use proper grammar more consistently.
Activity #1
For Activity 1 you are asked to discuss how important receptive language to the language development of the very
young learners.
CRITERIA STUDENT’
S SCORE
What is receptive language (understanding words
KNOWLEDGE OF TOPIC OR CONCEPT 10
and language)?
Receptive language is the ability to understand words CRITICAL AND CREATIVE THINKING SKILLS 10
and language. It involves gaining information and COMMUNICATION OF IDEAS ON THE TOPIC OR CONCEPT 5
meaning from routine (e.g. we have finished our SPELLING, GRAMMAR, AND SYNTAX 5
breakfast so next it is time to get dressed), visual information within the TOTAL SCORE 30
environment (e.g. mum holding her keys means that we are going to get
the car, a green light means go), sounds and words (e.g. a siren means a fire engine is coming down the street, the word ball means a
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
1
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
round bouncy thing we play with), concepts such as size, shape, colours and time, grammar (e.g. regular plurals: cat/s, regular past
tense: fetch/ed) and written information (e.g. signs in the environment like “no climbing”, written stories).
Some children who have difficulty understanding oral language (words and talking) may appear to be understanding because they may
be able to pick up key words and get visual information from the environment or from gestures.
Why is receptive language (understanding words and language) important?
Receptive language is important in order to communicate successfully. Children who have understanding difficulties may find it
challenging to follow instructions at home or within the educational setting and may not respond appropriately to questions and
requests. Within the school setting, difficulties in understanding may lead to attention and listening difficulties and/or behavioral
issues. As most activities require a good understanding of language, it may also make it difficult for a child to access the curriculum or
engage in the activities and academic tasks required for their year level of school.
Activity #2
In the next activity, cite four necessary building blocks to develop and enhance the receptive language development
of the very young learners. For each building block narrate particular situations that you do in your classroom to
which you are able to develop and enhance such.
BUILDING BLOCKS OF
RECEPTIVE LANGUAGE
DEVELOPMENT
Building Block # 1
Building Block # 2
Building Block # 3
Building Block # 4
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
2
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
Being an early childhood advocate, teacher, and early childcare provider, you may be able to deduce a child with receptive
language disorder when such learner has difficulties with understanding what is said to them. However, this situation varies
between children. In the consideration with early childhood development and education, it is at the age of three years old that a child
may manifest problems with language comprehension. Primarily because, the very young learners need to understand
spoken language before they can use language to express themselves.
Activity #3
For the second activity, you are asked to determine at least ten possible problem of each learner with receptive
language. For each identified problem offer activities whether inside or outside classroom to address such.
A learner who manifest difficulties with
receptive language may: Activities to address difficulties
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
3
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
CRITERIA STUDENT’
S SCORE
KNOWLEDGE OF TOPIC OR CONCEPT 30
CRITICAL AND CREATIVE THINKING SKILLS 30
You have now known how important the acquisition of Receptive COMMUNICATION OF IDEAS ON THE TOPIC OR CONCEPT 30
Language domain in child development and education. Being an early SPELLING, GRAMMAR, AND SYNTAX 10
childhood teacher, provider, professional, etc., you are confronted on what TOTAL SCORE 100
are the possible strategies that you could employ to improve the receptive
language of the learners entrusted to your care.
Activity #4
For activity 4, you are asked to itemize ten to fifteen strategies that you need to employ in order to improve the
receptive language acquisition and development of each learner. Include procedures or processes on how to carry
out each strategy.
STRATEGIES PROCEDURES
1.
2.
3.
4.
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
4
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
5
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
15.
CRITERIA STUDENT’
S SCORE
KNOWLEDGE OF TOPIC OR CONCEPT 30
Of course, being an early childhood education teacher, care, and CRITICAL AND CREATIVE THINKING SKILLS 30
provider; you would know the activities that could suit and address COMMUNICATION OF IDEAS ON THE TOPIC OR CONCEPT 30
receptive language development. SPELLING, GRAMMAR, AND SYNTAX 10
TOTAL SCORE 100
Activity #5
For activity 5 identify and lay out classroom activities that could help address the receptive language development of
each learner.
ACTIVITIES PROCEDURES
CRITERIA STUDENT’
S SCORE
At last, you have now acquired the whole areas and
KNOWLEDGE OF TOPIC OR CONCEPT 30
considerations on how to develop the receptive
language acquisition of each learner entrusted to your CRITICAL AND CREATIVE THINKING SKILLS 30
care being an early childhood educator, provider, COMMUNICATION OF IDEAS ON THE TOPIC OR CONCEPT 30
professional, and enthusiast. In the next activity, write SPELLING, GRAMMAR, AND SYNTAX 10
your insights on why it is important to establish the TOTAL SCORE 100
receptive language acquisition of the child.
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
6
CHILD LANGUAGE ACQUISITION
A.Y. 2020 - 2021
Module Number: 4 RECEPTIVE LANGUAGE
Program: Doctor of Development Education Major in Early Childhood Education
Units: 3
Prerequisite Course: None
CRITERIA STUDENT’
S SCORE
KNOWLEDGE OF TOPIC OR CONCEPT 10
CRITICAL AND CREATIVE THINKING SKILLS 10
COMMUNICATION OF IDEAS ON THE TOPIC OR CONCEPT 5
SPELLING, GRAMMAR, AND SYNTAX 5
TOTAL SCORE 30
Congratulations, you
have completed
module 4!
CHILD LANGUAGE ACQUISITION Academic Year 2021-2022
DR. FRAY MICHAEL R. CANGAYAO
CTU, Non-resident Graduate School Faculty
7
