| Abstract: |
The main objective of this paper is to compare the different theories of Skinner, Bruner, Chomsky, Piaget, Vygotsky, and Amsterdam and Bruner, examining how they relate to the acquisition of language and communication development, in conjunction with the influence of teaching practice at the preschool level. The area of language and communication is one of the most important fields of training at the preschool level since that is where the need to communicate originates, and it is essential for infants. Childhood is one of the most important stages of human development, as it is a stage where changes are constantly produced and where the evolution of infants is continuous. This paper critically analyzes these theories, highlighting their strengths and limitations in explaining language acquisition and communication in young children. Skinner's behaviorist approach emphasizes environmental reinforcement, while Chomsky's innatist theory underscores innate linguistic capabilities. Piaget's constructivist perspective links language development to cognitive growth, whereas Vygotsky's sociocultural theory focuses on social interaction as a key driver. Amsterdam and Bruner's interactionist theory bridges these views, emphasizing the dynamic interplay between innate predispositions and environmental stimuli. By integrating these perspectives, educators can adopt a holistic approach to language instruction, tailoring methods to meet the diverse needs of preschoolers. Practical implications for classroom activities, such as interactive storytelling, collaborative play, and reinforcement techniques, are also discussed. Ultimately, this comparative analysis aims to enrich teaching practices and support the linguistic and communicative development of young learners. [For the complete Volume 23 proceedings, see ED678047.] |