Language Development 3-5 years Flashcards
3-5
Language
a) Contributes to
i) Narratives
ii) Organization of experiences
iii) Formation of self-concept
Language is IMPORTANT to Emotional Regulation and Expression
3-5
Combinatory Speech
a) Greater fluency and smoothness to sentences
b) Working on becoming a “grammatical being”
i) Over extensions
ii) Over generalizations of grammatical rules
(1) ex. “ed” past tense rule applied to “eated”
3-5
Sentence combination
combine two different but related ideas into one sentence
3-5
telling Narratives
a) To organize experience
b) Initially scaffolded by adult
c) One important use of language and narratives is reminiscing/recounting
i) i.e. talking about past events
(1) encourage the creation and organization of mental representations
3-5
Conversational skills
Start to emerge around 4 years old with support of older peers or adults
3-5
written language
helps gather information and organzie experiences
3-5
Davies
Child’s ability to verbally share her emotional state and communicate her cognitive reasoning is a major milestone
Language used to communicate ideas and emotions adults and peers in play
3-5
Hoff
Vocabulary development affected by context. Children who social experience provides more communicative opportunities and richer input build their vocabularies at a faster rate than children with less communicative experiences and less rich input
Uses pronouns
Understands most sentences
Ideas and spoken words become more complex
3-5
Engel
24-30 months: Children have learned the rudiments of story-telling - how to sequence events, how to set action in place and time, and organize the story around characters
3-year-olds: By the time children are three, they can tell a whole story by themselves, or contribute pieces to a parent’s story they didn’t even know about. They have an internalized notion of what it means to tell a story and what the basic requirements of a story are
4 year-olds: Respond to structure, not just content; link responses to utterances of their partners; use conventional “continuers” such as tags
3-5
self-talk
used to guide behavior occurs between 3-5 years old (Vygotsky)
3-5
Karmiloff
children 5 and under use initiating
- a narrative must have a beginning, middle, and end.
- pronouns help hold a story together- show cohesion that the story knows “he” or “she”is referring to.
3-5
language and play
How is play related to language and literacy?
In play, children have to convey an understanding of rules and need to communicate what they are thinking about and what others are thinking aboutas well.
3-5
Lindfors
How does language support cognition?
- Questioning, focusing attention, making understandings more precise, making understandings more retrievable, reinterpreting past experience, going beyond present personal experience
3-5
vocabulary increase
Increasing vocabulary and language complexity (Children gain as many as 50 words each month)
3-5
focusing attention
Young children’s talk often serves to help them attend to and execute tasks
