There were a few things I found fascinating in Chapter nine. I found the concept of overregularization very interesting, more or less that this tendency in children had been labeled. I can remember doing this myself trying to say or pronounce the correct term for the experiences I’ve had. Overregularization is “the application of rules of grammar even when exceptions occur so that the language is made to seem more regular than it actually is.” (Berger, 2008, pg. 243) It is almost as if children guess what to say if they are not sure.
Another thing I found to be interesting was Vygotsky’s approach to the way children learn. He stated that cognitive development in children was based solely on social context. (Berger, 2008, pg. 234) His approach was very different than Piaget’s but together both theories and approaches mesh well together. Vygotsky called children an “apprentice in thinking” which meant a person who learns from older siblings and people in the environment. (Berger, 2008, pg. 234) To me, Vygotsky’s makes a lot of sense when I think about how I have learned things growing up and who I learned them from. Although children learn on their own, the people around them will always be able to teach them without even trying.
Berger, K. S. (2008). The Developing Person Through the Lifespan. New York: Worth Publishers.
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