Language Development 5-8 years Flashcards
5-8
Emerging Language Skills
a) With telling of narrative
b) Use of all the “elements of a good story”
i) i.e. goal based with causally related events,
cohesion
coherence
5-8
cohesion
(1) use of linguistic devices to link sentences together and to relate background information to new information
(2) linking ideas temporally and causally
5-8
coherence
content of a story and the way a topic is held together
5-8
Metalinguistic Awareness
?
5-8
Metacognitive awareness
?
5-8
language
1) More reliance on language than action for communication
3) Role of language in emotional regulation and expression
Greater facility with language development through reading + writing + analyzing
5-8
written language
7) Value and use of written language for gather information and organizing experience
5-8
Reciprocity
i) Taking turns listening and talking
ii) Initiating topics
iii) Introducing relevant information
Great use of language in social situations
a) Ability to sustain conversations without the support or structure provided by an adult
5-8
Lindfors
The school-age child’s developing metalinguistic awareness allows him/her to focus on language as a formal code and can be viewed as part of the child’s thinking in general.
As the kindergartner encounters new people, objects, properties, activities, information and relationships, her language must expand to include new ways of talking about them.
Lastly, children develop the use SYMBOLS for: spoken word, written words, sign language, and mathematical symbols.
● children make sense of the world in terms of their ongoing, daily, real experience.
● over time, children develop the ability to think in more abstract ways.
● the older school-aged child is able to consider language in isolation, examining it as an entity separate from its context of use, when necessary.
5-8
Narrative Ability
Children can tell organized stories with a beginning, middle, and end
Increased understanding of nuances and meanings of jokes because children develop an appreciation of the multiple meanings of words
5-8
with peers
5-6-year olds: Feedback emerges - children respond to what was said WHILE initiating further talk in the same conversation turn
5-8
school and writing
Through language, children are trying to deduce and create meaning. Children first use actions and objects. Second, they use pictures and drawings. Third, children use symbols
- Spoken words
- Written words
- Sign language
- Mathematical symbols
Teacher have the opportunity to “marinate” children in oral and written language and create genuine connections with the children through daily conversations.
5-8
Lindfors (school)
Classroom contexts that best support language development are those in which language experience is whole, not piecemeal. Language sequences derive from children’s active, cognitive, and social engagement with the world
5-8
Vygotsky
Self-directed speech used to talk themselves through a task (children name objects and narrate their actions while problem-solving); connect language and learning in their minds. Language of others helps children learn. Children learn within the ZPD
5-8
Semantic (vocabulary) development
average six-year-old has 8,000-14,000 words; acquire more adult definitions of words they already know; create relationships among words, understand synonyms and antonyms, grasp how prefixes and suffixes affect word meaning
