Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

COMD 3200 > Chapter 7 Preschool > Flashcards

Chapter 7 Preschool Flashcards

1
Q

contextulized language

A

grounded in the immediate context on the here and now

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

decontextualized language

A

relies heavily on itself in the construction of meaning. begins to emerge during the preschool perod.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

emergen literacy

A

earliest period of LEARNING ABOUT reading and writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

oral language

A

those skills necessary for comprehending language and using language expressively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

metalinguistic ability

A

the ability to view language as an object of attention.
focus on alphabet. know different letters make different sounds

ex- pretend to write or make up rhyming patterns

see also alphabet knowledge; phonological awareness; print awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

alphabet knowledge

(4 hypotheses)

A

knowledge about letters of the alphabet

  1. own name advantage
  2. letter-name pronunciation effect
  3. letter order hypothesis
  4. consonant-order hypothesis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

own name advantage

A

learn letters of own name first

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

letter-name pronunciation effect

A

learn first those letters for which the name of the letter in in its pronunciation

ex B and D easier that X and W

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

letter order hypothesis

A

leters occuring earlier in the alphabet string are learned before letters occurring later in the alphabet

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

consonant-order hypothesis

A

sounds learned first, will learn those letter names first.

letters for which correspnding cosonantal phomemes are learned earlier that letters for which corresponding consonantal phonemes are learned later.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q 
Print Awareness 
  (6 achievements)
A 
achievements that children generlly acquire along a developmental continum.
1-print interest
2-print functions
3-print conventions
4-print form
5-print part-to-whole relationships
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

print interest

A

interest and appreciation for print

recognize that print ezists in the environment and in books

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

print functions

A

print conveys meaning and has a specific function.

“Target” is name of store

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

print conventions

A

read left to right, top to bottom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

print forms

A

specific print units (letters to words, words to sentences)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

pring part-to whole relationships

A

letters combine to make words, words conbine to make senteces.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

reference to print

A

focus on print
have child point to words while adult reads.

“I see the D in your name, David.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Phonological Awareness

A

sensitibity to the sound structures of words

emerges incrementally, beginning 2yrs old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

phonological awareness
Shallow level:
(5)

A

implicit and rudimentary sensitibity to large units of sound structure.

  1. segment sentences into words
    (word awareness)
  2. segment multi-syllabic words into syllables (syllable awareness)
  3. detect and produce rhymes
    (rhyme awareness)
  4. combine syllable onsets with the remainder to the syllable to produce a word.
    C—-up cup
    (onsest awareness)

5.detect beginning sound similarities across words (phoneme identity)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

phonologic awareness
Deep level:
(4)

A

explicit and analytical knowledge or even smaller phonological segments of speech

1-count the number of phonemes in a word (phoneme counting)

2-segment words into its phonemes (phoneme segmentation)

3-manipulate phonological segements within words /deleat, add or rearange (phoneme manipulation)

*4- blend phonemes to make words (phoneme blending)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Achievements in Form

(3)

A

1- Speech productions
2-Grammatical and derivational morphology
3-Sentence Forms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Speech productions

A

1-phonological processes
2-alphabetic principles
3-liquid gliding
4-stopping

23
Q

phonological processes

A

systematic errors children make in speech

24
Q

alphabetic principle

A

the relationship between letters or combination of letters and sounds.

25
Q

graphemes

A

combination of sounds(letters)

26
Q

liquid gliding

A

when a liquid consonant (r or l) is replaced by a glide consonant (w or j)

ex: Rabbit=wabbit

27
Q

stopping

A

when a fricative (THink or THough) or an affricate (Jeep) is replaced by a stop sonconant such as /t/ or /d/.

ex: thin=tin

28
Q

gramatical morphemes

table 6.2

A

units of meaning we add that procide additional grammatical precision,

29
Q

derivational morphology

A

describes the prefixes and suffixes we add to words to change its meaning and sometimes its part of speech.

ex: pre-, -est, -ness, -ly

30
Q

Influences on the order by which children acquire grammatical and derivational morphemes
(6)

A
  1. frequent occurrence in utterance-FINAL POSITION-most sesnitive to end sounds.
  2. syllabicity (make up own syllables like
    -ing, -ed,
  3. single relations between morpheme and meaning -ing easy s, ‘s harder.
  4. consistency in use (possessive ‘s easier that irregular past tense)
  5. allomorphic variations
    -ing always pronounced same.
    posessive s can sound like s or z
    6- clear semantic function
    clear meaning (3rd person singular
    hard)
31
Q

verb morphology

A

greatest area of development in the preschool period.

Inflect verbs with tense, to provide information about time.
Verb “Be”

Copula or auxiliary

32
Q

copula

A

when verb Be or any of its derivatives (am, are, is) serves as the main verb in a sentence.

33
Q

auxiliary

A

when the verb be or its derivatives serve as a helping verb in a sentence

34
Q

sentence forms

A

significant advances in using complex sentences.

35
Q

Achievements in Content

(4)

A

1-Fast Mapping
2-Knowledge of Semanics and Syntax
3-Learn new words through shared storybook reading
4-Relational terms

36
Q

fast mapping

A

acuire a general representation of a new word with as little as a single exposure

37
Q

slow mapping

A

refine representaions over time with multiple exposures to a word in varying contexxt

could be refining the menaing for as many as 1,600 words at a time

38
Q

Dale’s 4 stage vocabulary knowledge development

A 
1-no knowledge of a word
2-emergent knowledge
3-contextual knowledge
   general idea of what a word means 
   based on context clues of how it was 
   presented.
4. full knowledge of word
39
Q

extended mapping

A

full and complete understanding of a word’s meaning.

40
Q

Relational terms

(6)

A
  1. Deictic Terms
  2. Interrogatives
  3. Temporal terms
  4. Opposites
  5. Locational perspectives
  6. Kinship terms
41
Q

deictic terms

A

use and interpretation depend on the location of the speaker and listener within a particular setting
mastered by the time they enter school

ex. “here” and “this”: proximity to the speaker and “there” and “that” proximity to the listener.

must be able to adopt the perspective of their conversational partner

42
Q

interrogatives

A

concreat question words: what, where, who, whose, and which.

abstract question words: when, how, why

43
Q

temporal terms

A

order of events (before, after)
duration of events (since, until)
concurrence of events (while, during)

44
Q

opposites

A

big/small

learn opposites they can perceive physically before they learn more abstract opposites such as same/different

45
Q

location prepositions

A

describe spatial relaions

under, next to, behind, in back of, in front of

46
Q

kinship terms

A

initially interpret kinship terms such as mommy, daddy, sister, or brother to refer to specific individulas.

during preschool, they come to understand general meaning of these and other kinship terms like son, daughter, parent, grandma

47
Q

Achievements in Use

(3)

A

1-Discourse functions
2-Conversational skills
3-Narative skills

48
Q

discourse funcions

A

same as toddlers (instrumental, regulatory, interacional, personal, heuristic, imaginative and informational)

expand to include more
1-Interpretive function
make clear the whole of one’s experience
2-Logical function
express logical relations between ideas
3-Participatory function
express wiches, feelings, attitudes and
judgments
4-Organizing functions
manage discourse

use pragmatic information others convey in order to understand message

49
Q

conversational skills

A

can maintain a conbersation for 2 or more turns, particularly when they select the topic for discussion

understand they need to respond to a question

50
Q

nartive skills

A

naratives become clearer as their ability to consider the listener’s perspective emerges

one of the best predictors of later school outcomes for preschoolers at risk for late developing language skills

51
Q

personal narative

A

an individual shares a actual event

52
Q

fictional narrative

A

an individual shares an imaginary event

53
Q

Two types of sequences for narratives

A
  1. caual sequence
    unfoldes following a cause-and-effect
    chain of events or provides a reason or
    rationale for some series of events
  2. temporal sequence
    unfolded over time
54
Q

Theory of Mind

A
  1. Children demonstrate sesitivity to divers desires of others for the same thing
  2. different beliefs about same situation
  3. something can be true, but others might not know it is true.
  4. understand false beliefs.
  5. fidden emotions of others
  6. understand sarcasm

COMD 3200 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions