childhood: Academics Flashcards
Phonological development
- 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
semantic development
- learning about expressing meaning
- vocab expansion allows for greater specificity and detail as children generate sentences
- by 6, have 10,000 words
hierarchial organization of words
general (plant) –> basic (tree) –> specific (elm)
- tend to learn basic level first (dog before mammal)
growing vocab helps
- using longer and more complex words
- using synonyms
- describing abstract ideas
- meaningful variations of words to express something
morphology
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
use of clauses
combining clauses with conjunctions
grammar improves due to
- morphology
- use of clauses
limitations with learning grammar
- 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
pragmatics
learning the norms of language use in early childhood
- learn differences in norms between conversational and academic language
norms of language (pragmatics)
- say no more than required
- be relevant
- avoid ambiguity and confusion
emergent literacy
the collection of skills, knowledge, and attitudes that are early precursors to reading and writing
requirements for reading and writing
- oral language: knowing words
- coded-related skills: formalities of writing sounding out, and reading letters and words on a page (connecting letters to sounds)
outside-in reading
- figuring out the meanings of words, sentences and paragraphs
- conceptual understanding
inside-out reading
- decoding letters into sounds, mapping sounds to words, and discriminating words on page
phonic approach
- method of teaching reading
- focuses on inside out decoding skills
- focus on sound of words before knwoing meaning
phonemic awareness
- method to teach reading
- ability to identify sounds that make up words
- distiguinsh good and poor readers
whole language approach
- method of teaching reading
- teaching kids to recognize the whole word without sounding each letter out
- dont do this anymore
mathematics
- 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
cardinal principle
each number in a sequence represents a specific number of elements in a set
spatial cognition
- 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
math in concrete stage
- 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)
Motivation
the desire and willingness to attain a goal and the continuation of effort toards that goal
intrinsic motivation
when a person engages in an activity because they the activity enjoyable, they persist on the activity without a reward
extrinsic motivation
when a person engages in an activity because of external pressures: they may lose interest in the activity as a result
mindsets
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
attribution retraining
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
entity perspective on intelligence
- innate and unchangeable
incremental perspective on IQ
changeable and improves with practice over time
process praise
- growth mindset
- focused on children effort
person praise
focused on children’s fixed abilities or traits
“either im good at it o im not”
recast
restructuring grammatically incorrect sentences into correct form
expansion
elaborating on sentences by adding detail
dialogue reading
allows children to be active participants in discussion during reading time
- good to use WH questions as prompts
home context: talk
- amount and diversity of ords
- number of different words
- math and spatial talk
- recast
- elaboration
- dialogue reading
teacher quality
- frequent warm and responsive interactions, encourage children to speak and offer opportunities to elaborate on topics
- flexibility adapting instruction to meet students needs
schooling context
- 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)
cultural context
- 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)
