There are several theories as to why children learn to speak well, many of which indicate that the quality and amount of social learning will determine to what degree the spoken language is eventually mastered and others of which report that peer learning is highly relevant for school-aged children to master the spoken language (Roberts, 1986). There are several studies that indicate that, while social learning is germane to the mastery of the spoken language for school-aged children, the, quality of social learning experienced in the home environment is far more important than that of the school environment (Peters & Lloyd, 1987). In contrast, other studies report that the expectations of the teacher play highly significant roles in the development and mastery of spoken language (Dixon, 1987). Still other studies indicate that all of these variables prove important to the development of the spoken language. Gibson and Levin (1975) report that there are several psychological variables involved in the successful mastery of the spoken language for developing children, many of which revolve around the attitudes of their parents or significant others toward the spoken language, whether these children are encouraged to master same, whether their parents provide sound role models, and to what degree their parents stress achievement in the school setting regarding the spoken language.
This study will measure the number of times children participate in class without prompting on the part of the teacher or their class-mates. The sample, comprised of all students enrolled in one class, will consist of 25 middle-class kindergarten children (i.e., 13 male students and 12 female students). Given that the entire class is to be involved in this study, there was no sampling technique needed. The teacher will conduct class as usual, asking the students about their favorite cartoon characters. The teacher will maintain a simple tally sheet ...