NurtureSchlock, Part 3/3

Examining the science in chapter 10 completes this discussion of how philosophy provides better guidance than social science. The studies covered in this chapter inform parents of which behaviors, methods, and materials “effectively” foster language development.

We must first distinguish between social scientific “effectiveness,” and aesthetic “appreciation.” The second is essential to all education, the first is peripheral. This is especially true for parents. Which do children need more–parents who are effective, or parents who are appreciative?

I can’t cite social science findings to support the central role of appreciation in the language development of children, but I can state my premise up front. Then we can see how it holds up to the science in chapter 10. Here it is:

Those who look at teaching and learning through an aesthetic lens believe children develop language as parents interact with them in appreciative ways (e.g. surprise, wonder, awe, satisfaction, encouragement, support, challenge, comfort, touch, and even praise, to name a few.)

Let’s look at chapter 10 to see what the research says. Does it offer insights that contradict or go beyond this?

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