Chapter 6 Flashcards
Development of language rests upon several major variables that interact with one another. What are they
- the childs cultural and linguistic environment is a big influence upon language learning.
- each child has a unique characteristics that she brings to the language learning situation.
For a child to develop language optimally…
She needs language stimulation from her environment.
In many cultures, adult interaction with infants and young children differs from mainstream U.S. expectation.
Most american mothers do what with children?
Native americans?
most american use CDS: high pitch, shorter sentences, longer pauses, repetition : “lets take a bath” “ah the duck!”
However other cultures (native American) silent with infants. ch also may not be read to.
What do mainstream americans view/believe?
- View children as conversational partners
- believe in playing with child
In some cultures it is believed that…
- Child should be seen and not heard
- child learn by observation, not interaction
- comprehension is more important than production
how does social economic status make a difference?
- low-ses childs vocabulary develop more slowly
- homelessness very negative impact
- low-ses moms may not read as much
Cognition and language
- cogn. and lang. are intertwined and develop in parallel fashion
- cognition skills are especially related to grammatical constrictions like because and before and after
Word acquisition is guided by 2 types of knowledge structures what are they?
Event-based knowledge
Taxonomic Knowledge
What is Event-based knowledge?
sequences of events or routines that are temporal or causal and organized toward a goal.
preschoolers especially rely on this type of knowledge.
What is Taxonomic knowledge?
categories and word classes
ex: shapes, food, animals, colors
Toddler learning strategies.
Formula A:
Verbal routine or unanalyzed chunk of language- memorized units.
Mark Mckibbin at 2 years old: “thanks have a nice day!”
Formula B: Selective Imitation
-Toddlers imitates a part of or all of an utterance
-decreases after age 2
Ex: cute funny baby imitating his father (motion only)
Formula C: Evocative Utterance
- statement a child makes where he names something
- Usually he is sure of the word
Formula D: Interrogative Utterance
- the child is unsure of the word, and asks “what’s that?”
- they are requesting an answer
Adult conversational teaching techniques:
A. General Facts
- Children learn language faster when parents converse ( as opposed to teaching and instructing)
- There are definite language-learning advantages for children who attend preschools where the curriculum emphasized language and literacy
B:
What is expansions
Expansion: more mature version of the childs utterance in which word order is preserved
EX: Ch: “daddy drive”
Adult: “ Daddy is driving”
B:
What is extension?
Extension: reply that provides more semantic information; has semantic and pragmatic contingency
-pragmatic contingency: occurs with intent of previous utterance
EX: Ch: “daddy drive”
Adult: “Yes, daddy is driving the car because he is going to work”.
C: Turnabouts
-Utterance that both responds to the previous utterance and in turn requires a response.
EX: Ch: We went to the zoo!
Dad: Zoo’s are fun. What animals did you see?
D. Prompting
- Parental behaviors requiring a toddlers response.
1) Questions (where is your ball?)
2) Elicited imitations (say more please)
3) Fill-ins (This is a ___)
Hulit, Fahey, and Howard 2015 — Summary of new research on child-directed speech:
- Amount of talk directed to child from 0-3 years old predicts academic success at ages 9-10 years old.
- Parents of lang- advanced children spoke much more to those children than parents of less- advanced child
Hulit et al 2015 continued:
- mothers accounted for 75% of total talk in childs environments
- parents talked more to first born child
- most adult talk in childs environment occurred in late afternoon and early evening
The more tv in a childs day…
the lower their language scores
What did Christakis and colleagues studied?
-They studied the impact of tv and its noise on parent-child interactions in homes
Christakis et al. found that:
each hour of audible tv was associated with significant reductions in :
- child vocalizations, vocalizations duration, and conversational turns
- Adult male and female word count
Constant noise in the home is also associated with:
- Reduction in joint attention activities between child and caregivers
- poorer attention, memory, reading, and overall lang and academic achievement
Print VS E-books for preschoolers
A: Premise
- The American Academy of Pediatricians (2014) clearly states no screen time for children from 0-2years old
- Research shows that school-aged children may benefit from e-book advantages (e.g., dictionary, highlighting key words)
In terms of paper vs. e-books for preschool children (2-5 yrs)
- research is mixed
- e-books– more exciting, initially engage childs attention more effectively than paper books
- Dialogic reading: interactive reading
Disadvantages of E-books: ( willoughby et al)
- higher cost of tablet devices
- devices potential to break
- parents inability to review book before purchase
- parents using books as babysitter
Parrish-Morris, Mahajan, hirsh-psek, golinkoff, and collins (2013) Once upon a time: Parent-child dialogue and storybook reading in the electronic era studied what?
Studied 165 parent-child dyads reading e-books and traditional paper books
Children’s story comprehension and parent-child dialogic reading were negatively affected by the presence of electronic features
Parrish-Morris et al. 2013 continued
- preschoolers expose to paper books had better story comprehension
- better dialogic reading experiences with parents
Conclusions
well-made e books without to many distracting hot spots are ok if joint media engagement with parents.
expose young children print books first with ebooks following later as supplements.
