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Facilitating young children's language and vocabulary development using a cognitive framework


Hay, I and Fielding-Barnsley, R and Taylor, T, Facilitating young children's language and vocabulary development using a cognitive framework, He Kupu e-Journal, 2, (3) pp. 37-46. ISSN 1179-6812 (2010) [Refereed Article]

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Young children’s proficiency in English and their vocabulary development are predictors of their early school achievement. This paper reviews general guidelines and activities that can facilitate young children’s receptive and expressive vocabulary and language development. While vocabulary development is an essential element in children using language to enhance their reasoning, it is only one element of a set of elements that connect children’s language and reasoning together. From this perspective, Marion Blank (2002) has theorized four levels of language and reasoning that are hierarchical and that can be progressed using child and adult dialogue and talk. Examples are presented on how these four levels can be incorporated into early childhood learning settings.

Item Details

Item Type:Refereed Article
Keywords:literacy, vocabulary, young-children, development
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Hay, I (Professor Ian Hay)
UTAS Author:Fielding-Barnsley, R (Associate Professor Ruth Fielding-Barnsley)
UTAS Author:Taylor, T (Dr Tristan Taylor)
ID Code:68040
Year Published:2010
Deposited By:Education
Deposited On:2011-03-09
Last Modified:2011-05-11
Downloads:22 View Download Statistics

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