Years of research have demonstrated the close, intertwined relationship of
language and thought. In fact, the cognitive processes that children derive
are embedded in the vocabulary, inflections, and syntax of adults’ lan-
guage. From birth, children imitate the sounds, words, phrases, and
thought patterns of the significant adults in their lives (Feuerstein, 1980;
Flavell, 1977; Vygotsky, 1962). Through these interactions in their form-
ative years, children develop foundations of thought that endure through-
out their lives.
Environments and interactions that demand and provide models of
complex language and thought contribute to children’s abilities to han-
dle complex thinking processes as they mature (Sternberg & Caruso,
1985). This research interests us because the past several decades have
seen significant transformations in U.S. families. With more working par-
ents, broken homes, latchkey kids, and text messaging, it is surprising
how little time parents and children actually spend talking together. Fam-
ily life in the United States today often lacks the meaningful verbal inter-
action necessary to build a foundation for thinking, learning, and
communicating in school. When children enter school lacking the com-
plexity of language and thought needed to master academic demands,
they often are disadvantaged.
117To w a r d a M i n d f u l
Language of Learning
Arthur L. Costa and Bena Kallick