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    Why Children Talk To Themselves: Laura E. Berk (1994)

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    Ali Kalyar
    psyc

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    Why Children Talk To Themselves: Laura E. Berk (1994)

    Uploaded by

    Ali Kalyar
    73 views7 pages
    psyc

    Original Title

    Module02_Berk1994ArticleOnPrivateSpeech

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    psyc

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    73 views7 pages

    Why Children Talk To Themselves: Laura E. Berk (1994)

    Uploaded by

    Ali Kalyar
    psyc

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    WHY CHILDREN TALK

    TO THEMSELVES
    Laura E. Berk (1994)

    University of British Columbia
    PSYC 315, Fall 2013
    Private speech = 20-60% of a childs speech acts before
    10 years of age
    First documented by Vygotsky
    Sociocultural theories of cognitive development
    private speech is important
    vs.
    Piagetian theory of cognitive development
    private speech is not useful
    THE IMPORTANCE OF PRIVATE
    SPEECH
    Vygotsky:
    Private speech is the intersection of speech and
    practical activity
    Children learn private speech from their interactions
    with mature adults
    Private speech can replace social scaffolding in some
    situations
    With age, vocal private speech declines, but never
    disappears completely
    CHARACTERISTICS OF PRIVATE
    SPEECH
    Berk:
    PS occurs more when children are engaging in challenging tasks
    when an adult is not present
    Children of less communicative caregivers engage in more vocal
    PS than those of communicative parents, and do so until a later
    age

    PS occurs often in the zone of proximal development
    The ZPD contains activities that a child can complete, but usually with
    the help of an older caregiver
    PS improves abilities on challenging tasks
    PS is more effective when it is goal-directed rather than when it is
    off-topic
    PS decreases as skill increases
    PS IN CHILDREN WITH
    DEVELOPMENTAL OR BEHAVIOURAL
    CHALLENGES
    Children with ADHD speak to themselves privately as
    much as children without ADHD
    But PS is less effective for children with ADHD
    PS is more effective when children with ADHD are taking
    medication
    Children with ADHD and learning disabilities continue using vocal
    PS later than normally developing children do
    Because of these differences, children with developmental
    challenges are often not allowed to continue using PS, even though
    its essential to learning
    TAKE HOME MESSAGES
    Within the sociocultural theory of cognitive development,
    private speech is an essential tool for learning
    Children use private speech as a substitute for adult
    guidance on difficult tasks
    More PS when task is hard (in the Zone of Proximal Development)
    PS improves performance on challenging tasks
    Different children lose vocal PS at different ages
    PS is more useful for some children than for others

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