Preschoolers: Pragmatic and Semantic Development Flashcards
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
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
27 mos—communicates desire and orders others around
30 mos—demands caregiver’s attention, throws tantrums when needs are not understood
Social Development
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
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
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
Semantic development is closely related to development in ________, ______, and ______ abilities
motor, social, cognitive
The better a child’s abilities in those areas, the more language he ______s and _______
receives, practices
18-24 months: expressive vocabulary goes from
50 to 200-300 words*
By 36 mos of age, children will have expressive vocabularies of ______words
900-1000 words
Many children have receptive vocabularies of up to 14,000 words
By 6 years of age
at __ years old, by Kindergarten, they should be using 2,100-2,200 words
5 years
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
a hypothetical process where children associate a word and its referent after the first or initial exposure
fast mapping
new words are gradually expanded and modified as additional experiences become available
extended mapping
children learn words exposed to in their environment
What study?
Montgomery 2011
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
- 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
Child expressive and receptive language disorder 3 years old by liz 185
extended mapping behind for a 4 year old with LI
- 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
- 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
- By 4-5 years old, most preschoolers can name blue, red, yellow
- More subtle color shades are acquired later
Color words
- 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
- The first ones to develop usually refer to immediate family—mother, father, sister, brother
- Then, children gradually learn other layers of relatives
Kinship terms
•These refer to how things are related to each other in time
- Words indicating simultaneity: while, at the some time
- Order: before, after
- 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 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
- Comment about print
- track print….put finger under each word as you read
- 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.
- Recognize: print exists in environment and in books.
- Develop understanding of print conversations (eg. Left to right, top to bottom)
- Learn language that describes print Leg. Letters, words)
- 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
