childhood: Academics

Question 1

Phonological development

Answer 1

• learning about the sound system of language
• imporves rapidly through childhood
• by age 4, children can be understood by unfamiliar adults
• because of practice, control of speech muscles and motivation

Question 2

semantic development

Answer 2

• learning about expressing meaning
• vocab expansion allows for greater specificity and detail as children generate sentences
• by 6, have 10,000 words

Question 3

hierarchial organization of words

Answer 3

general (plant) –> basic (tree) –> specific (elm)
- tend to learn basic level first (dog before mammal)

Question 4

growing vocab helps

Answer 4

• using longer and more complex words
• using synonyms
• describing abstract ideas
• meaningful variations of words to express something

Question 5

morphology

Answer 5

rules about how words are formed
(ex; adding s to make plural)
wug test: called a bird a wug and asked what two of them would be called and would respond wugs

Question 6

use of clauses

Answer 6

combining clauses with conjunctions

Question 7

grammar improves due to

Answer 7

• morphology
• use of clauses

Question 8

limitations with learning grammar

Answer 8

• over regularization: children initially use right form but switch to correct form which shows that rules are learnt before specifics and exeptions
• takes time to learn grammar, like asking questions

Question 9

pragmatics

Answer 9

learning the norms of language use in early childhood
- learn differences in norms between conversational and academic language

Question 10

norms of language (pragmatics)

Answer 10

• say no more than required
• be relevant
• avoid ambiguity and confusion

Question 11

emergent literacy

Answer 11

the collection of skills, knowledge, and attitudes that are early precursors to reading and writing

Question 12

requirements for reading and writing

Answer 12

• oral language: knowing words
• coded-related skills: formalities of writing sounding out, and reading letters and words on a page (connecting letters to sounds)

Question 13

outside-in reading

Answer 13

• figuring out the meanings of words, sentences and paragraphs
• conceptual understanding

Question 14

inside-out reading

Answer 14

• decoding letters into sounds, mapping sounds to words, and discriminating words on page

Question 15

phonic approach

Answer 15

• method of teaching reading
• focuses on inside out decoding skills
• focus on sound of words before knwoing meaning

Question 16

phonemic awareness

Answer 16

• method to teach reading
• ability to identify sounds that make up words
• distiguinsh good and poor readers

Question 17

whole language approach

Answer 17

• method of teaching reading
• teaching kids to recognize the whole word without sounding each letter out
• dont do this anymore

Question 18

mathematics

Answer 18

• number concepts appear between 2 and 3 (more than, bigger than)
• can count here, but not connect to quatities
• by 3.5 years, learn meaning of 1,2 and 3 (sometimes 4)
• cardinal principle at 4
• once children learn 3 and 4, they rapidly acquire meanings of higher number words

Question 19

cardinal principle

Answer 19

each number in a sequence represents a specific number of elements in a set

Question 20

spatial cognition

Answer 20

• ability to understand and reprsent shapes, locations and spatial relations among objects (“on top of”, “behind”)
• significant dev in early childhood
• related to math skills

Question 21

math in concrete stage

Answer 21

• can solve basic math problems between 7 and 11
• concept of mathematical equality: both sides of equal sign must match
• concept of relative magnitudes: relative distance between number (ex: where to put it one a number line)

Question 22

Motivation

Answer 22

the desire and willingness to attain a goal and the continuation of effort toards that goal

Question 23

intrinsic motivation

Answer 23

when a person engages in an activity because they the activity enjoyable, they persist on the activity without a reward

Question 24

extrinsic motivation

Answer 24

when a person engages in an activity because of external pressures: they may lose interest in the activity as a result

Question 25

mindsets

Answer 25

children’s explanations of their success and failures
- carol dweck
- mindset is attributing success or failure to either ability or effort
- ability: fixed
- effort: malleable

Question 26

attribution retraining

Answer 26

children given challenging tasks that they failed, and taught yo attribute failure to ability or effort
- attributing to effort made them try harder on future challenging tasks

Question 27

entity perspective on intelligence

Answer 27

• innate and unchangeable

Question 28

incremental perspective on IQ

Answer 28

changeable and improves with practice over time

Question 29

process praise

Answer 29

• growth mindset
• focused on children effort

Question 30

person praise

Answer 30

focused on children’s fixed abilities or traits
“either im good at it o im not”

Question 31

recast

Answer 31

restructuring grammatically incorrect sentences into correct form

Question 32

expansion

Answer 32

elaborating on sentences by adding detail

Question 33

dialogue reading

Answer 33

allows children to be active participants in discussion during reading time
- good to use WH questions as prompts

Question 34

home context: talk

Answer 34

• amount and diversity of ords
• number of different words
• math and spatial talk
• recast
• elaboration
• dialogue reading

Question 35

teacher quality

Answer 35

• frequent warm and responsive interactions, encourage children to speak and offer opportunities to elaborate on topics
• flexibility adapting instruction to meet students needs

Question 36

schooling context

Answer 36

• teacher quality
• teacher expectation (if teachers expect things from students it will effect the way they treat them)
• curriculum: well designed ones have positive effcts
• classroom climate
• class size: smaller is better (can give sense of belonging)

Question 37

cultural context

Answer 37

• certain cultures emphasize skills
• cultural tools, like language
• schooling experience
• approach to teaching
• features of language shape childrens language, literacy and math skills (ex: priaha language)