Preschoolers: Pragmatic and Semantic Development Flashcards by fabian arzate

24 mos—follows simple verbal commands

27 mos—points to and names familiar pictures

36 months—gives “two” objects on request

DEVELOPMENTAL MILESTONES

Cognitive developments

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42 months: gives full name on request
45 months: enjoys “make believe” play
5 years: understands today/yesterday/tomorrow as well as morning/afternoon/night

cognitive developments preschoolers

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27 mos—communicates desire and orders others around

30 mos—demands caregiver’s attention, throws tantrums when needs are not understood

Social Development

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36 months: plays more indepindently in groups, selects playmates
45 months: plays cooperatively and takes turns
4 years: gives up immediate gratfication based on promise of delayed privilege (can be bribed)

Social Development

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27 mos—walks up and down stairs, does not alternate feet
36 mos—constructs a tower of 7-8 blocks
39 mos—dresses and undressses self

Motor development

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45 months (almost 4) copies cross and a square
4 years: copies simple block letters
5 years: draws figures recognizable as a person wit head, trunk, legs, and arms

Motor Development

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Semantic development is closely related to development in ________, ______, and ______ abilities

motor, social, cognitive

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The better a child’s abilities in those areas, the more language he ______s and _______

receives, practices

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18-24 months: expressive vocabulary goes from

50 to 200-300 words*

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By 36 mos of age, children will have expressive vocabularies of ______words

900-1000 words

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Many children have receptive vocabularies of up to 14,000 words

By 6 years of age

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at __ years old, by Kindergarten, they should be using 2,100-2,200 words

5 years

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Fast mapping —a hypothetical process where children associate a word and its referent after the first or initial exposure
• Extended mapping —new words are gradually expanded and modified as additional experiences become available
For example:**
• A child might learn the word “horse” when he goes on a merry-go-round with his dad
• Then, he extends his understanding as he sees horses in pastures and reads about them in books

Word learning

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a hypothetical process where children associate a word and its referent after the first or initial exposure

fast mapping

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new words are gradually expanded and modified as additional experiences become available

extended mapping

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children learn words exposed to in their environment

What study?

Montgomery 2011

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when these words…**
• Are composed of phonemes that the child can produce (“cow” vs. “synthesize”)
• Are object words as opposed to action words
• Are reduplicated syllables (mama)

Children learn more quickly when these words

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Simultaneously pairing a word with its referent
Letting th
e new word be the only new word in a certain context.

We can help children learn new words faster by

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Child expressive and receptive language disorder 3 years old by liz 185

extended mapping behind for a 4 year old with LI

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These words are adjective pairs that indicate dimensions of objects
E.g., big/little, wide/narrow
Usually, big/little is the first pair to be mastered (3 yrs.)

Dimensional words

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These terms express relationships in domains such as color, location, size, family roles, and temporal sequences
These terms can be hard because they are often relative
For example, whose mom is the skinniest? Whose dad is the tallest?

Development of Relational Terms

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By 4-5 years old, most preschoolers can name blue, red, yellow
More subtle color shades are acquired later

Color words

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Indicate location of a referent in relation to some item
In, out, behind, under
By 5 years, most preschoolers have mastered most spatial relations
Important for math!

Spatial words

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The first ones to develop usually refer to immediate family—mother, father, sister, brother
Then, children gradually learn other layers of relatives

Kinship terms

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•These refer to how things are related to each other in time 1. Words indicating simultaneity: while, at the some time 2. Order: before, after 3. Duration: since, until

Temporal words

For optimal development of _______ skills, children need both varied and routine experiences.

pragmatic

Monologues:private speech-ch talk to selves | Socialized speech: acknowledge partners’ utterances, increase concern

Private and Socialized Speech

private speech-children talk to selves

monologues

acknowledge partners' utterances, increase concern

socialized speech

Discourse, or conversation, is a series of consecutive utterances shared by at least 2 people Cohesion refers to the relatedness of successive utterances in discourse

Discourse skills

A series of consecutive utterances shared by at least 2 people

discourse, conversation

refers to the relatedness of successive utterances in discourse

cohesion

In symbolic play, the child allows one thing to represent another A kleenex may represent a doll’s blanket For example, a stick may represent a gun Symbolic play is closely associated to the development of words, which are symbols which stand for things

Play behavior

in _____ play, the child allows one thing to represent another.

symbolic

child plays independently, even if other children are present

solitary play

Ch plays near each other May be using similar items Not playing WITH each other; not exchanging ideas

parallel play

Ch interact with each other in organizing and executing an activity Sometimes assign roles-eg mom, dad spiderman etc

cooperative play

this aspect of presupposition involves having the speaker modify how something is said based on the status of the listener

style shifting

preschoolers increase in ability to tell stories - stories gain people's attention, entertain children themselves - story: setting,goal,episode, outcome

Preschoolers story telling

preschoolers increase in their ability to tell stories - stories gain people's attention, entertain children themselves - story: setting, goal, episode, outcome

the _____ provides the context and characters

setting

the ___ provides the characters' motivation

goal

the _____ describes the events related to the goal

episode

the _____provides the conclusion and tells whether or not the goal was attained

outcome

utterances relating to immediate context, here and now

contextualized language

use language about objects, people, events not in immediate context

narratives-decontextualized language

* Research: ch of mothers who share lengthy interactions concerning past events (topic extending style) produce longer, increase detailed narratives thon Ch. Of mother who do not elaborate * So; if mom talks A lot with children about past events,child is a Better story-teller

according to Hulit et al. 2015

Research: to build literacy, build ch's oral narrative skills first -Having child talk about the past e.g. what they did all day-is a precursor to reading

Bliss, McCabe & Mahecha

PRIMITIVE NARRATIVES/CENTERING—4 yrs.—there is an identifiable theme and elements are conceptually related to the core topic (p. 286) up SEQUENCES/CHAINING—3 yrs.—elements of story are related to a central topic, but are not necessarily chronologically sequenced (p. 286) up HEAPS—30 mos.—collections of unrelated utterances (p. 285)

Narrative levels

there is an identifiable theme and elements are conceptually related to the core topic

primitive narratives 4 years

elements of story are related to a central topic, but are not necessarily chronologically sequenced

sequences/chaining 3 years

collections of unrelated utterances

HEAPS 30 months

topic introduction-young preschoolers physically intro topics (e.g. pointing, putting an object in someone's hand) Introduce topic with listeners name (mommy) 2. Presupposition-preschoolers often give information with no apparent context.

behaviors that contribute to cohesion

after 3, most preschoolers have appropriate ________ skills

presuppositional skills

young preschoolers often give information with no apparent context

presupposition

* Anaphoric reference, or the role pronouns play in referring back to words that occurred just prior to them * My mom called, and she asked me to come home. * I saw Jason, and he said to tell you hello.

Presuppositional skills include use of

Research: ch of mothers who share lenghty interactions concerning past events (topic-extending style) produce longer, increase detailed narratives than children of mothers who do not elaborate. So, if mom talks a lot with ch about past events, ch better story-teller

Huit et al 2015

words that pint to their referent according to the speaker's perspective

deixis

_____ words interpreted according to who said them

deictic

a device speakers use to eliminate info listeners already know. -EMERGES GRADUALLY AFTER 3 MAY NOT BE MASTERED UNTIL SCHOOL AGE ex: i am so glad it's out! are we there yet? assumes every knows where there is

grammatical ellipsis

* Some researchers say that even preschoolers rarely interrupt their partners because they are sensitive to the need for turntaking during conversation * 2-3 year olds typically have 1-2 turns per topic * Older preschoolers may have up to 5 turns per topic

turn taking

speakers continue conversational topics by contributing comments related to their partners last utterance

topic maintenance

a.Conversational repairs-beahviors that result in clarification of previous uttterances and help maintain conversational flow of accurate info Usually preschoolers do not request conversational repairs-just look confused Should be able to do this around 3 yrs

aspects of topic maintenance include

behaviors that reesult in clarification of previous utterances and help maintain conversational flow of accurate info

conversational repairs

* ASHA Schools Conference 2012: Pamela Wiley * Said we need to begin early—even in preschool * Problems in social skills can lead to negative consequences that can last a lifetime

social skills training

``` • Depression • Academic failure • Target of bullying, manipulation • Greatest concern parents-bullying Consquences of what? ```

Wiley 2012 possible consequences of poor social skills

* When l see a new friend, I will smile and say “hi” * Look at their eyes * Play with what they are playing with and share * Not stand too close * Say nice words

Wiley 2012 skill steps

* One way to enhance preschoolers’ emergent literacy skills is through print referencing * This occurs when an adult uses verbal and nonverbal cues to direct a child to the features of written language during shared storybook reading

Emergent literacy

1. Comment about print 2. track print….put finger under each word as you read 3. ask questions about print….

when adults are reading with children they can?

* Be exciting and dramatic when you read—use different funny voices * Use books with manipulable parts like flaps, buttons * Short books that have lots of pictures

If young children are fairly hyper and don’t sit well during book reading

Some apps are very engaging and interactive I have successfully used these in my job in the schools with ages 3-18 years The Tale of Peter Rabbit, Miss Spider’s Tea Party

The iPad can work well

• Young ch. Develop interest in, appreciation for print. 1. Recognize: print exists in environment and in books. 2. Develop understanding of print conversations (eg. Left to right, top to bottom) 3. Learn language that describes print Leg. Letters, words) 4. Understand that print conveys meaning and has a specification.

Turnbull and Justice 2012 describe print awareness

When adults don’t reference print, preschoolers attend to it about 5-6% of the time But when adults reference it, children attend more Ch show really increased literacy skills when adults reference print

Research has shown that...

When adults don't reference _____, preschoolers attend to it about 5-6% of the time

When adults _____ print, children attend more

reference

children show really increase ______ skills when adults reference print.

literacy

acknowledge partners’ utterances, increase concern

socialized speech

ch better story-teller

if mom talks a lot with ch about past events (Hulit et al 2015)

understands today as well as yesterday,tomorrow/morning

5 years

enjoys make believe play

45 months

gives full name on request

42 months

gives 2 objects upon request

36 months

points to and names familiar objects ___ months

27 months

follows simple verbal commands

24 months

gives up immediate gratification based on promise of delayed privilege

4 years

communicates desires orders others around

27 months

plays independently in groups, selects playmates

36 months

plays cooperatively and takes turn

45 months

demands caregivers attention, throws tantrums when needs are not met

30 months

walks up and down stairs does not alternate feet

27 months

construct a tower of 7-8 blocks

36 months

dresses and undresses themselves

39 months

copies cross and square

45 months

copies simple block letters

4 years

draws recognizable person with legs, head, trunk , arms

5 years