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ECE 109 > Exam 1 > Flashcards

Exam 1 Flashcards

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Early Childhood Education flashcards
1
Q

What is phonological knowledge?

A
  • Knowledge of the sound-symbol relationships in a language

- Discrimination of speech sounds precede the ability to produce those sounds

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2
Q

What is the International Phonetic Alphabet? (Not necessary for exam)

A

an alphabet developed in the 19th century to accurately represent the pronunciation of languages; goal was to provide a unique symbol for each phoneme in a language

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3
Q

What is phonemic awareness?

A

-a conscious awareness of distinctive speech sounds

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4
Q

What is morphemic knowledge?

A

-knowledge of word structure

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5
Q

What is semantic knowledge?

A

Aspect of language knowledge that involves word meanings and vocabulary

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6
Q

What are diacritic markings? (Not necessary for exam)

A

markings that change the sound-values of the letters to which they’re added

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7
Q

What is pragmatic knowledge?

A

Knowledge of how language is used differently in different settings

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8
Q

What is a derivational morpheme?

A

A bound morpheme that may change the way a word is used in an utterance or sentence (e.g. happy-happiness;construct-construction)

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9
Q

What are prosodic features?

A

the rhythm and flow of speech; represent the way something is said

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10
Q

What is syntactic knowledge?

A

Knowledge of how words can be combined in meaningful sentences, phrases

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11
Q

What are the receptive and expressive modes of oral and written language?

A

receptive: oral – listening; written – reading
expressive: oral – speaking; written – writing

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12
Q

What is an overgeneralization?

A

Instances where a speaker assumes that a word follows a specific regular or rule when it does not (e.g., go—goed, good—goodest)

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13
Q

What is receptive language? Identify the characteristics of receptive vocabulary.

A

The language a person is able to comprehend, as in listening or reading
-Receptive language begins to develop prior to expressive language
Characteristics: 1st perceive, 2nd assign meaning, 3rd comprehend

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14
Q

What is expressive language?

A

Comprehension of oral or written language

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15
Q

What are the characteristics of babbling?

A

The production of consonant-vowel sounds of varying intonation, usually involving reduplicated sounds such as bah-bah-bah
-Less varied sounds with greater frequency
-Found to be representative of phonemic distinctions different from those found in the specific language culture of the infant
-May occur at different times of day
-Echolalic babbling: appears to echo the rhythm and phonation of adult speech in the child’s environment
-Jargon and Intoned Babble: may sound as if the infant is carrying on a conversation with someone
-constant vowel-constant repetition
P

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16
Q

What is an inflectional morpheme?

A

A bound morpheme that changes a word to correspond to syntactic rules

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17
Q

What is a phoneme?

A

Smallest linguistic unit of sound

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18
Q

What is schemata?

A

Abstract cognitive structures stored in human memory to represent events, concepts, or relationships (scheme is the singular form)

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19
Q

Identify the age in which children typically begin to pay more attention to phoneme-sound contrasts that exist in their own language and less attention to phoneme-sound contrasts found in other languages.

A

-8 to 10 months

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20
Q

What is an idiomorph?

A

Early invented or individualized “words” also known as protowords

21
Q

When do grammatical morphemes (present progressive etc.) first appear?

A

Early toddler period
First- ing, ed, plurals
(Know examples, pg 122 or 123)

22
Q

Identify the syntactic pattern of action + object.

A

Action- verb
Object
“play drum”
“Throw ball”

23
Q

Identify the characteristics of telegraphic speech.

A
  • 2 or 3 word content words in an utterance with no function words, such as conjunctions, articles, prepositions, and inflections
  • Word order expresses semantic relations not captured by simply identifying the parts of speech present in the utterance
  • Represents both syntactic and semantic language knowledge
24
Q

When does language acquisition begin?

A

At birth (even in utero)

25
Q

What is echolalic babbling?

A

A type of babbling that appears to echo the rhythm and phonation of adult speech in a child’s environment, developing when an infant is about 8 to 10 months old; also referred to as jargon or into stead babble
Prosody is important

26
Q

What is a vicarious experience?

A

Experience where the concept or action is experienced or communicated through visual representation or through verbal description alone without the actual referent being present

27
Q

What is overextension?

A

Semantic language
Over applying word label
When a label or word is used inaccurately for a refer to in some way; for example, labeling all vehicles “trucks”

28
Q

What are reflexive vocalizations?

A

Comes from the infant’s physical state. Crying, coughing, hiccuping, and burping are examples of reflexive vocalizations.

29
Q

What is fast mapping?

A

When a child learns the label for a concept or entity quickly with only a few exposures and without specific reinforcement

30
Q

What should learning activities consist of during infancy?

A
  • literacy experiences
  • exploratory (room and crib based)
  • teacher mediated
  • routines

TAMBIEN

  • Eye contact and shared reference
  • Communication loops
  • Verbal mapping
  • Child-directed speech
  • Exploratory activities
  • Teacher-mediated activities
  • Routine activities
31
Q

Identify teacher-mediated activities for toddlers.

A
  • Book sharing
  • Songs and finger plays
  • Activity boxes
  • Outdoor activities
32
Q

Identify effective interaction patterns with infants.

A
  • Eye contact and shared reference
  • Communication loop
  • Verbal mapping
  • Child-directed speech
  • clearly and distinctly- mediation
33
Q

Identify the conversational characteristics when speaking to a toddler.

A
  • Eye contact and shared reference
  • Communication loops
  • Child-directed speech
  • Verbal mapping
  • Mediation
34
Q

Identify the characteristics of a writing center for toddlers.

A
  • Large sheets of paper
  • Water-souble colorful markers
  • Adult supervision
  • Request that child read writing to teacher
  • Teacher provides positive feedback
  • After, teacher can print child’s name on the front, modeling writing process and saying aloud each word
35
Q

Identify the characteristics of a teacher’s speech when speaking to an infant.

A

eye contact and shared reference
communication loop
verbal mapping
child-directed speech

36
Q

Identify the criteria for selecting books for story sharing with a toddler.

A

Should

  • Clear, colorful illustrations of familiar objects and events
  • Represent the linguistic and cultural diversity of the toddlers in your room
  • Pattern text
  • Nursery rhymes
  • Simple poems
  • Board books
  • Simple plots/story lines
  • As children become familiar with the content pictured, you can insert segments of the text, building up to sharing the entire text
  • Coordinate the topics of books to actual events
37
Q

Identify the guidelines for sharing books with older infants

A
  1. Select a quiet area in which to read, free of other sound or visual distractions.
  2. Sit comfortably with the infant in your lap.
  3. Speak slowly.
  4. Monitor the infant’s eye gaze and any gestures to determine his attention to a particular picture. Take more time talking about pictures he is interested in.
  5. Talk with expression, providing labels, adding sound effects, and using variations in intonation to encourage responses.
  6. Continue the book sharing as long as the infant appears interested.
  7. Encourage the infant to respond with sounds, vocalizations, and gestures appropriate to the book content (e.g. growling for a lion, meowing for a cat, patting a bunny)
  8. Repeat sharing of the same book at different times. This repetition encourages infant’s to predict upcoming story content based on prior experiences with the book.

ALSO

  • Tailor the book sharing to child’s interests while maintaining eye contact and shared reference
  • Individual child > group
  • Will occur throughout a day based on an infant’s interest and level of alertness
  • Shared conversation about what is pictured > adult reading actual text
38
Q

Identify effective listening skills.

A
  • non verbals- maintain eye contact, positive facial expression, reinforce what child is saying to show you are listening
  • reinforces communication
39
Q

Identify the characteristics when interacting with a toddler who is a ELL.

A

Simply Lang, speak slowly and distinctly, mediation

  1. Begin your Communication by establishing eye contact and shared reference. Continue to monitor the child’s eye contact and shared reference throughout your interaction with him.
  2. Provide ample wait time for the toddler to respond either verbally or non verbally to what you say or to the ongoing actions or events.
  3. Monitor the toddler’s facial expressions and nonverbal behavior for signs that he comprehends what you or others say.
  4. Use child-directed speech that is simple in syntax and use vocabulary familiar to the toddler. You may find it useful to learn key words in the child’s home language, such as please, yes, no, thank you, drink, eat, quiet, sleep, help, more, and finished.
  5. Combine gestures and actions in your conversation to support the meaning of what you say.
  6. As you engage in mediation and linguistic scaffolding, use your knowledge of each child’s prior experiences and vocabulary to provide comprehensible input.
40
Q

How do songs and finger plans enhance the language development of toddlers?

A
  • Encourages active listening and imitation along with attention to rhythm, repetition, and expressive intonation
  • Rhyming texts enhance toddlers’ phonemic awareness because rhyming words emphasize the component sounds of words
41
Q

What are symbolic gestures and how do they enhance the language development of toddlers?

A

using signs when speaking

reduce frustration
good for children who are deaf and hard of hearing
teaching symbolic gestures helps to enhance development and reinforces language development

42
Q

How should symbolic gestures or signs be introduced to a toddler?

A

not all toddlers may be interested in learning sign language
introduce signs slowly
establish eye contact and shared reference when speaking and using gestures
choose words that are applicable across a variety of activities (ex: more, finished, eat, stop, help, etc.)
use signs daily
accept approximations
share signs with parents
be consistent in how you form and use each sign

43
Q

What are the vocabulary characteristics of a two-year-old toddler?

A

Ch 4- semantic

  • productive vocabulary 20-170 words
  • variation among students w/ size of receptive and expressive vocabulary
  • consists of things in their immediate environment
  • literacy and how it affects vocabulary development
44
Q

How does a drama corner enhance the language development of toddlers?

A

children engage in symbolic, pretend play
use language as a part of play
children communicate verbally with a specific role
learn to play with other children
develop conversational skills
children settle issues verbally

45
Q

How does the use of the following enhance language development of toddlers? (a) blocks and manipulatives; (b) book corner; (c) discovery center; and (d) drama corner.

A

a) provide unlimited opportunities for symbolic play
children develop social-verbal relationships
mediation between children
can describe what they’re doing

b) children read familiar books to themselves
engage with others in book reading
learn to share
learn what certain words look like
share stories with others

c) facilitate experiences that support the development of specific concepts
children talk about their experiences
help others learn new things
work together to solve problems
match vicarious experiences with direct experiences
show and tell

d) children engage in symbolic, pretend play
use language as a part of play
children communicate verbally with a specific role
learn to play with other children
develop conversational skills
children settle issues verbally

46
Q

Why is listening considered a critical part of language development?

A

comprehension precedes production

-serves as foundation for developing expressive language

47
Q

Describe how you would establish a “zone of proximal development” when sharing a storybook with a one-year old child.

A 
Reference guidelines for book selection
Sit comfortably with the child
read a book they’re familiar with
watch their eye gaze and attention
encourage them to respond
ask questions and wait for answers
48
Q

State four general guidelines for setting up and conducting room-based exploratory activities for infants.

A

Multipurpose materials
Suffice not time
Monitor behavior
Monitor conversation

balls and push-pull toys
allow infants to interact with objects at their own pace
monitor interactions
provide verbal mapping
labeling
play music
49
Q

How is semantic development impacted by experience (direct and vicarious)? Give an example.

A

direct – when children live through experiences, they learn much more quickly what words mean and how to identify words
vicarious – once children are familiar with objects and their meanings in a book or through pictures, they can translate that knowledge into real life

ECE 109 (4 decks)

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