Chapter 10 Flashcards
Motor Development in Early School-Age Years:
- Increased physical coordination
- Self-help skills, writing
Cognitive Development in Early School-Age Years:
- Neuronal pathways strengthened
- capable of abstract problem-solving
- Metalinguistic skills
Social development in Early School-Age Years:
- spends more time at school
- peers become very important
Development of Theory of Mind in the Early School-Age Years
- able to take the perception of others
- more effective communicators
Metalinguistic Skills: Abilities of Toddlers
-toddlers monitor their own utterances
Metalinguistic Skills: Abilities of Preschoolers
- preschoolers check the result of their own utterance
- they test for reality
- they deliberately attempt to learn language
Metalinguistic Skills: Abilities of School-Aged Kids
- school aged kids predict the consequences of using particular forms of language (inflections, words, phrases, sentences, etc)
- they reflect on an utterance: structure independent of use
Nonegocentrism
- the ability to take the perspective of another person
- as child gains greater facility with language structure, they can focus more on the audience
Decentration
- the process of moving from rigid, one-dimensional descriptions of objects and events to coordinated, multiattributional ones
- thus allowing both speaker and listener to recognize that there are many dimensions/perspectives on any given topic
Types of Narratives: Recount
- about past experiences in which the child participated, observed, or read
- usually requested by an adult
Types of Narratives: Eventcast
- explanation of some current or anticipated event
- may be used to direct others in imaginative play sequences (“ok, now you are the princess”)
Types of Narratives: Accounts
- highly individualized spontaneous narratives
- children share their experiences and are not reporting info requested by adults
Types of Narratives: Stories
- fictional
- predictable structure: a main character must overcome a problem or challenge
Development of Narratives: Use of the “And” Conjunction (pg 328)
- Preschoolers first learn to link events in linear fashion and later use causal connectives
- by age 6, narratives gain cohesion
- the conjunction “and” is used as often in narratives of 9 year-olds as frequently as in preschoolers’ narratives
- used for cohesion (“and then…”) rather than conjoining clauses (“/clause/ and /clause/”)
- pg 328
Causality; what is it and what does it require?
- causality involves descriptions of intentions, emotions and thoughts; and the use of connectives like “because” “since” and “as a result of”
- use of causality requires the speaker to go forward and backward in time, which preschoolers struggle with
- pg 328
Causality in 2-3yos
- 2-3yos have mastered some causal expressions but they can’t construct causal narratives
- causality is apparent in 2-3yos’ use of plans, descriptors, and descriptions of their own behavior and thoughts, eg “i was sick so i couldn’t go to the waterpark”
Development in Narratives: Development of Descriptions of Mental State and Motives
[ages 2-10, 4, 6]
- Between 2-10: kids’ stories begin to contain more mental states AND more initiations and motivations as causal links
- age 4: kids’ stories contain more explicit physical and mental states
- age 6: kids describe motives for actions
- pg 329
Causal Narratives: Development of Plot and Causal Chains
- Between ages 5-7, simple plots emerge
- gradually they are elaborated into a series of problems and solutions
- pg 329, ch10 sl13
Causal Narratives: Development of Solution and Causal Chains
- Narratives of 7-year-olds typically have a beginning, a problem, a plan to overcome the problem, and a resolution
- initially narratives are truncated so the problem is solved but it’s unclear how, i.e. “this guy had a gun so spiderman went into his house and stopped him”
- another early form: narratives are resolved without the main character doing anything, like waking up from a dream
- after age 8 there is a definite character generated resolution to the problem; clear solutions tied to attempts and responses
- pg 329, ch 10 sl 13
Causal Narratives: Development of Linguistic Devices
- Mental states: between ages 2 and 10, kids stories contain more mental states, initiations and motivations as causal links.
- age 4: explicit physical and mental states
- age 6: kids describe motive for action
- Beginning and Ending Markers: used by second grade in narratives (once upon a time, the end)
- Syntactic Events: length increases w/ aid of conjunctions, locatives, dialogues and casual statements
- pg 329, ch 10 sl13
Story Grammar Components: Setting Statement
- introduce the characters and protagonist
- describe their habitual actions and the social, physical, and/or temporal contexts
Story Grammar Components: Initiating Event
- event that induces characters to act
- could be a natural event i.e. earthquake
- could be a notion to seek something i.e. treasure
- could be the action of one of the characters, i.e. arresting someone
Story Grammar Components: Internal Response
- characters reaction to the initiating event
- could be emotions, thoughts, intentions
- provide motivation