Concept Development Dorothy Rubin Summary
Discussion 1: Language Arts and Student Success
After reading the article Concept Development by Dorothy Rubin, I was intrigued to remember the paths my own children have taken from their first words and acquiring of new concepts. I found it interesting how my oldest child is not a reader and has struggled with language since she was a toddler. I remember being concerned that she was not talking enough and kept calling every animal she saw a doggie. I was reassured by everyone that she was developing exactly how she should be, and not to worry. She is now fifteen, struggles in school and hates to read, and will probably struggle in this area for the rest of her academic life. It breaks my heart for her that she struggles, and the guilt
of not doing more in the early years, is certainly there. Now, looking at my other three children is a completely different story. I was a stay at home Mom to them, and was able to indulge them in reading books, and going one daily adventures. They were immersed in everyday life and experiences. The joys that each of them have in reading and being read to is amazing. They have all exceeded the norms in vocabulary, have all began reading by kindergarten, and exceed in all academic areas in school. Many people comment that it is because they are learning from each other, that each child added to the family learns quicker as they have other children to learn from. I don’t disagree with this statement, but I also do not hold it to be the only reason why. I agree that my oldest was not given the same tools and environment as her other three siblings. She was not immersed in all the same opportunities. Not having similar experiences had limited her language and concept development.
When the time comes for me to work as an EA with a student, I hope to remember to slow down, to make sure that the language and concept development are both moving forward in a positive direction. I hope to constantly check to make sure they are making the right connections, and use a higher vocabulary that I feel they may understand. I hope to give them many opportunities to create new concepts. Kids always know more than we give them credit for.
After reading the article Concept Development by Dorothy Rubin, I was intrigued to remember the paths my own children have taken from their first words and acquiring of new concepts. I found it interesting how my oldest child is not a reader and has struggled with language since she was a toddler. I remember being concerned that she was not talking enough and kept calling every animal she saw a doggie. I was reassured by everyone that she was developing exactly how she should be, and not to worry. She is now fifteen, struggles in school and hates to read, and will probably struggle in this area for the rest of her academic life. It breaks my heart for her that she struggles, and the guilt
of not doing more in the early years, is certainly there. Now, looking at my other three children is a completely different story. I was a stay at home Mom to them, and was able to indulge them in reading books, and going one daily adventures. They were immersed in everyday life and experiences. The joys that each of them have in reading and being read to is amazing. They have all exceeded the norms in vocabulary, have all began reading by kindergarten, and exceed in all academic areas in school. Many people comment that it is because they are learning from each other, that each child added to the family learns quicker as they have other children to learn from. I don’t disagree with this statement, but I also do not hold it to be the only reason why. I agree that my oldest was not given the same tools and environment as her other three siblings. She was not immersed in all the same opportunities. Not having similar experiences had limited her language and concept development.
When the time comes for me to work as an EA with a student, I hope to remember to slow down, to make sure that the language and concept development are both moving forward in a positive direction. I hope to constantly check to make sure they are making the right connections, and use a higher vocabulary that I feel they may understand. I hope to give them many opportunities to create new concepts. Kids always know more than we give them credit for.