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Preschoolers toddlers > Early Language Development toddlers > Flashcards

Early Language Development toddlers Flashcards

1
Q

12 months: express needs and wants through vocalization and gestures
15 months: repeat actions for approving audience
18 months: Begin to test caregivers’ intentions
20 months: Development attachment to various toys
23 months: Engage in “siloliques” about experiences

A

social developments

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2
Q

12 months: First step
15 months: Build a simple tower (3 blocks)
16 months: Scribble lines on paper
17 months: walks and runs unassisted

A

Motor development

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3
Q

19 months: crudely throws and catches a ball
22 months: kicks a ball
24 months: Turns book pages (2 or 3) at a time

A

Motor Development

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4
Q
  • First word around 12 mos. of age; may emerge 8-16 mos.

* With production of first true words, toddlers→locutionary period.

A

First words

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5
Q

with production of first true words, toddlers

A

enter locutionary period

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6
Q

first word around 12 mos. of age ; may emerge ?

A

may emerge 8-16 months

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7
Q
  • It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
  • It should be produced consistently in the presence of the same person, object, or event
  • It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
A

to qualify as a first true word

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8
Q
  1. ? First word
  2. It should be produced consistently in the presence of the same person, object, or event
  3. It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
A

it needs to occur with consistency in a given context in apparent response to an identifiable stimulus

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9
Q

First word
1.It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
2. It should be produced consistently in the presence of the same person, object, or event
3.

A

It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word

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10
Q
  1. It needs to occur with consistency in a given context in apparent response to an identifiable stimulus
  2. ?
  3. It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word.
A
  1. it shoud be produced consistently in the presence of the same person, object, or event
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11
Q

express needs and wants through vocalization and gestures

A

12 months, social

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12
Q

repeat actions for approving audience

A

15 months, social

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13
Q

Begin to test caregivers’ intentions

A

18 months, social

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14
Q

Development attachment to various toys

A

20 months, social

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15
Q

Engage in “siloliques” about experiences

A

23 months, social

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16
Q

Front consonants /p, b, d, t, m, n/ are the most common

These children use simple syllable patterns (e.g., CV, VC, CVCV)

A

for first words

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17
Q

There is a rapid vocabulary growth at ___ months?

being putting what together?

A

18 months 50 words
begin putting 2 words together
children do not use 2 word combinations until they can say 50 words+

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18
Q

2nd year of life: children start learning approx: 1 word/week ,
As they Approach 3rd bday: start learning 1 new word/day

A

According to Berko Gleason and Ratner 2013

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19
Q

If the child does not have a major language growth spurt between 18-24 months of age…

A
  • could be a language delay

- clinically significant

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20
Q

If working with young child who doesn’t yet express 50 words don’t teach to use 2 word combos

A

If working with young child who doesn’t yet express 50 words don’t teach to use 2 word combos
Train to say at least 50 words FIRST then 2 word combos

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21
Q

Toddler’s receptive vocab grows faster than _______

Vocab growth dependent in part on ______ and experience

A

expressive, exposure

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22
Q

_____ words related to familiar objects, events, and relationships
_______l level: producing several wants related by some meaningful context

A

new, relational

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23
Q

understanding categories is…

child evaluates each word as a stimulus a part from its referent ..

A

Categorical level, metalinguistic level

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24
Q

children know words at 5 levels

A 
referential level
extended level
relational level
categorical level
metalinguistic level
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25
Q

word refers to a particular object, event, or relationship (e.g., “dog”–family dog Angel)

A

Referential level

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26
Q

word extends to other examples (e.g., “dog” refers to Angel and other dogs in neighborhood)

A

Extended level

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27
Q

first step months?

A

12 months, motor

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28
Q

Build simple tower of 3-4 blocks

A

15 months, motor

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29
Q

Scribbles lines on paper

A

16 months, motor

30
Q

Walks and runs unassisted

A

17 months, motor

31
Q

:Crudely throws and catches a ball

A

19 months motor

32
Q

kick a ball

A

22 months motor

33
Q

turns pages 2 or 3 at a time

A

24 months, motor

34
Q

uses common objects appropriately.

A

12 months

35
Q

follows different directions accompanied by gestures

A

15 months cognitive

36
Q

enjoys picture books begins to recognize familiar pictures

A

18 months cognitive

37
Q

imitates adult’s use of an object

A

20 months cognitive

38
Q

uses same toy in several different actions

A

24 months cognitive

39
Q

producing several words related by some meaningful content (eg. “doggy bark” or “daddy eat”]

A

relational level

40
Q

child evaluates each word as A stimulus apart from its referent.

A

metalinguistic level

e.g. strawberry is longer than word grape, starts with S and 3 syllables.

41
Q
  • Nouns are prominent; may be 50% or more of a toddler’s lexicon
  • Usually these nouns have been frequently involved in the
  • toddler’s interaction with others
A

classes of first words

42
Q

toddlers often use ______ relations

A

reflexive relations

43
Q

early words that indicate the state of objects

A

reflexive relations

44
Q
  • Disappearance: object that was present disappears leg. “Angel” when the dog runs out of the house and into the backyard)
  • Recurrence: reoccurrence of items or actions like the preceding one. E.g. if Mark has been tickled and I stop tickling him, he’d say “more!” or “Again!”
  • Existence: “this, that, what’s that?”
  • Nonexistence: object not present “when it was anticipated to be (“Angel” if dog not in doghouse)
A

reflexive relations occur

45
Q

what are the reflexive relations

A

disappearance
recurrence
existence
nonexistence

46
Q

object that was present disappears eg. “Angel” when the dog runs out of the house and into the backyard)

A

disappearance

47
Q

: reoccurrence of items or actions like the preceding one.
-child indicates either that an object that had disappeared has since reappeared or that another identical object has appeared.
E.g. if Mark has been tickled and I stop tickling him, he’d say “more!” or “Again!”

A

recurrence

48
Q

“this, that, what’s that?”

child indicates awareness that an object exists.

A

existence

49
Q

child indicates that an object does not exist in a setting where it has come to be expected
object not present “when it was anticipated to be (“Angel” if dog not in doghouse)

A

nonexistence

50
Q

3 types of relational words(that express relationship among objects)

A

attribution
action
location

51
Q

: express individual characteristics. E.g., tall, clean, dirty, hot, funny.

A

attribution

52
Q

actions associated with objects (e.g., eat, throw, kiss)

A

action

53
Q

words that occur in response to the locations of objects or directions of their movement (e.g., up, outside, in)

A

location

54
Q
  • Has cognitive ability to perceive and respond to relationships between objects or events (daddy car)
  • Have advanced enough oral Motor coordination to produce longer, more phonologically Complex syllable strings.
A

combining words is significant because it indicates that toddlers..

55
Q
  1. Production of two words
  2. No distinct pauses between the 2 words
  3. A single intonational contour that envelops both words (e.g., I know, see ya, I do, want it, all gone)
A

characteristics of true word utterances

56
Q
  • emphasize that meaning precedes and influences form

* The meaning most frequently expressed by toddlers in two-word utterances increasingly shifts to _____

A

semantic-syntactic rules

action

57
Q

attribute + entity

A

yummy snack

58
Q

agent+action

A

mommy kiss

59
Q

action+object

A

feed doggy

60
Q

demonstrative+entity

A

that spoon

61
Q

entity+locative

A

cereal bowl (cereal in bowl)

62
Q

Toddlers generally understand _____-_______,behavior influences caregivers ______

A

cause -effect

action

63
Q

distinctive vocalization or word, often accompanied by a gesture, to communicate intentions

A

primitive speech act PSA

64
Q

addressing people when they appear

hi tia

A

greeting

65
Q

gaining anothers attention

mommy! from swing

A

calling

66
Q

reproducing part of an utterance

baby says shit with calculator

A

repeating

67
Q

asking someone to do something (“lippy” when Mark wanted to be picked up)

A

requesting action

68
Q

asking for information ( “Do shakes kiss? Does God have skin? “)

A

requesting information

69
Q

responding to others questions (what’s your dog’s name? Angel.)
: expressing dislike or rejection (Mark when l wanted to comb his hair: “No thank you, please!.” )

A

Answer

protesting

70
Q
  • Each turn should contribute Something new to the conversation
  • In American culture, listeners expected to politely wait until the other person is done talking before they take their turn
A

turn taking

71
Q

even by __ months , most toddlers take few turn, conversations are ____

A

24 months , brief

72
Q

establishing a Subject for a conversation a speaker is about to begin.

A

topic initiation

Preschoolers toddlers (2 decks)

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