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112 > 6 - Preschoolers - Pragmatic and Semantic Development > Flashcards

6 - Preschoolers - Pragmatic and Semantic Development Flashcards

1
Q

Age of preschoolers

A

2-5 years

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2
Q

Semantic Development

A

Semantic Development is closely related to development in motor, social, and cognitive abilities

• the better a child’s abilities in those areas, they more language he receives and practices

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2
Q

Preschoolers Vocabulary - 18-24 months

A

expressive vocab goes from 50 to 200-300 words

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2
Q

Preschoolers Vocabulary - 36 months

A

900-1000 words

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2
Q

Preschoolers Vocabulary - 5 years

A

2,100 - 2,200 words by kindergarten

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2
Q

Preschoolers Vocabulary - 6 years

A

many children have receptive vocabs of up to 14,000 words

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2
Q

Montgomery 2011

A

Children learn words they are exposed to in their environments
• examples of cow milking, guitar parts, plants

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2
Q

Fast mapping

A

a hypothetical process where children associate a word and its referent after the first or initial exposure

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2
Q

Extended mapping

A

new words are gradually expanded and modified as additional experiences become available
• eg:
• a child might learn the word “horse” when he goes on a merry-go-round with his dad. He then extends his understanding as he sees horses in pastures and reads about them in books

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2
Q

Children learn new words more quickly when the words….

A
  • are composed of phonemes that the child can produce (cow vs synthesize)
  • are object words as opposed to action words
  • Are reduplicated syllables (mama)
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2
Q

We can help children learn new words faster by:

A
  • Simultaneously pairing a word with his referent (keys description (referent) with the word
  • letting the new word be the only new word in a certain context (reading a book about trains and focus solely on the word ‘train’)
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2
Q

Dimensional words

A

adjective pairs that indicate dimensions of objects

  • eg: big/little, wide/narrow
    • usually big/little is the first pair to be mastered around 3yo
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2
Q

Relational terms

A

express relationships in domains such as color, location, size, family roles, and temporal sequences
– can be difficult because they are often relative
• eg: whose dad is the tallest?

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2
Q

Color words

A

4-5 years, most preschoolers can name blue, red, yellow. More subtle colors are acquired later

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2
Q

Spacial words

A

indicate location of a referent in relation to some item
• in, out, under, behind (need to be physical; pics and explanations don’t work well)

• by 5y, most children have mastered spacial relations unless LI

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2
Q

Kinship words

A
  • first ones to develop usually refer to immediate family - mother, father, sister, brother
  • Gradually learn other layers of relatives
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2
Q

Temporal Words (3 types)

A

*refer to how things are related in time

• Simultaneous time - “while” “at same time” (“while I’m talking to Bobby, you color.”
• Order - before, after
• Duration - since, until
routine is extremely important

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2
Q

Importance of Pragmatic Development

A
  • For optimal development of pragmatic skills, children need both varied and routine experiences
    • more variety - better pragmatics
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2
Q

Monologues

A

Private speech - child talks to themselves

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3
Q

Socialized speech

A

acknowledge partners’ utterances, increased concern regarding transmitting informaiton

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4
Q

Discourse

A

coversation; a series of consecutuve utterances shared by at least 2 people

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5
Q

Cohesion

A

relatedness of successive utterances in discourse

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6
Q

Symbolic play

A

child allows one thing to represent another
• a kleenex may represent a doll’s blanket
• a stick represents a gun

** closely associated to the development of words, wich are symbols witch stand for things **

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7
Q

Solitary play

A

Child plays independently, even if other children are present

8
Q

Parallel play

A

children play near each other, may be using similar items, but not playing WITH each other; not exchanging ideas

9
Q

Cooperative play

A

children interact with each other in organizing and executing an activity, sometimes assigning roles.

**Should see this by age 4

10
Q

Dore’s Conversational Acts - Style shifting

A

aspect of presupposition that involves having the speaker modify how something is said based on the status of the listener
• ex: baby talk, raising voice for deaf grandma, etc

11
Q

Preschoolers as young as 3 can use “please,” “could you,” “would you”

A

.

12
Q

Preschoolers’ Storytelling

A

Setting
Goal
episode
outcome

13
Q

Setting

A

• Provides the context and characters

14
Q

Goal

A

provides characters’ motivation

15
Q

Episode

A

Describes the events related to the goal

16
Q

Outcome

A

provides the conclusion and states whether or not the goal was attained

17
Q

Contexualized language

A

utterances relating to immediate context; here and now

18
Q

narratives

A

decontexualized, use language about objectives, people, events not in immdiate context
• “what did you do today?”
• child tells a story about the day; has nothing to do with the here and now

19
Q

Children’s development of narrative skills is heavily dependent on cognitive development

A

low cognitive = may not be able to tell stories; smarter child = big imagination

20
Q

Primitive Narratives / Centering

A

4 years - there is an identifiable theme and elements that are conceptually related to the core topic

page 286

21
Q

Sequences / Chaining

A

3 years - elements of story are related to a central topic, but are not necessarily chronologically sequenced

Page 286

22
Q

Heaps

A

30 months (less than 3 years) - collections of unrealted utterances

page 285

23
Q

Behaviors that contribute to cohesion

A
  • Topic introduction
  • Presupposition
  • Turntaking
  • Topic maintenance
24
Q

Topic Introduction

A

Young preschoolers physcially intro topics (eg pointing, putting an object into someones hands)
• may intro by using the listener’s name (mommy!)

25
Q

Presupposition

A
  • Young preschoolers often give info with no apparent context (random)
  • After 3, most preschoolers have appropriate presupposion skills

• include anaphoric reference, Deixis, Grammatical ellipsis

26
Q

Anaphoric Reference

A

The role pronouns play in referring back to words that occurred just prior to them
• “my mom called and she asked me to come home.”

27
Q

Deixis

A

Words that point to their referent according to speaker’s perspective
• Deictic words interpreted according to who said them
• ex: my/your, this/that, here/there, these/those

28
Q

Grammatical ellipsis

A

a device speakers use to eliminate info listeners already know.
• emerges gradually after 3; may not be mastered until school age
•ex: “are we there, yet?” (assumes everyone knows where there is)

29
Q

Turntaking

A
  • some researchers say that even preschoolers rarely interrupt their partners because they are sensitive to the need for turntaking during conversation
  • 2-3 year olds typically have 1-2 turns per topic
  • older preschoolers may have up to 5 turns per topic
30
Q

Topic Maitenance

A

• speakers continue conversational topics by contributing comments related to their partner’s last utterance.

31
Q

Conversational repairs

A

behaviors that result in clarification of previous utterances and help maintain coversatonal flow of accurate info.
• language impaired will keep saying it unitelligibly

32
Q

ASHA Schools Conference 2012: Pamela Wiley

A
  • We need to begin social skills training early; even in preschool.
  • Problems in social skills can lead to negative consequences that can last a lifetime
33
Q

Wiley 2012 - possible consequences of poor social skills

A

Depression, academic failure, target of bullying and maniuplation (greatest concern of parents)

34
Q

Wiley 2012: Skill steps

A
  • When I see a new friend, I will smile and say “hi”

* I will: look at their eyes, play with what they are playing and share, not stand too close, say nice words

35
Q

Emergent literacy

A

Print referencing enhances preschoolers’ emergent literacy skills
• adult uses verbal and nonverbal cues to direct a child to the features of written language during shared storybook reading

36
Q

When adults read with children:

A
  1. comment about print (eg: “the auther of this book is Miles Stone” while pointint to words)
  2. Track print - put finger under words as they read
  3. Ask questions about print (eg: “which of these words do you think says ‘dog?’”
37
Q

If child is hyper and doesn’t sit well during book reading…

A
  • be exciting and dramatic, using funny voices
  • use books with manipulative parts like flaps, buttons
  • use short books with a lot of pictures
38
Q

Hulit et al 2011

A
  • children of mothers who share lengthy interactions concerning past events (topic-extending style) produce longer, more detailed narratives than children of mothers who do not elaborate.
    • if mom talks a lot with the child about past events, child will be a better story teller.
39
Q

Bliss, McCabe, & Mahecha 2001:

A
  • to build literacy, build child’s oral narrative skills first
  • having child talk about the past - eg what they did all day - is a precursor to reading
40
Q

Turnbull and Justice 2012: print awareness

A

• young children develop interest in and appreciation for print

  1. Recognize: print exists in environment and in books
  2. Develop understanding of print conventions (left to right, top to bottom)
  3. Learn language that describes print (letters, words)
  4. Understand that print conveys meaning and has a specific function; not meaningless lines and squiggles
41
Q

Research regarding print reference

A
  • When adults don’t reference print, preschoolers attend to it about 5-6% of the time
  • when adults reference it, child attends to it more
  • Chilren show increased literacy skills when adults reference print

112 (7 decks)

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