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Preschoolers toddlers > Preschoolers: Pragmatic and Semantic Development > Flashcards

Preschoolers: Pragmatic and Semantic Development Flashcards

1
Q

24 mos—follows simple verbal commands

27 mos—points to and names familiar pictures

36 months—gives “two” objects on request

A

DEVELOPMENTAL MILESTONES

Cognitive developments

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2
Q

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

A

cognitive developments preschoolers

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3
Q

27 mos—communicates desire and orders others around

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

A

Social Development

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4
Q

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)

A

Social Development

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5
Q

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

A

Motor development

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6
Q

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

A

Motor Development

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7
Q

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

A

motor, social, cognitive

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8
Q

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

A

receives, practices

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9
Q

18-24 months: expressive vocabulary goes from

A

50 to 200-300 words*

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10
Q

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

A

900-1000 words

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11
Q

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

A

By 6 years of age

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12
Q

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

A

5 years

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13
Q

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

A

Word learning

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14
Q

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

A

fast mapping

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15
Q

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

A

extended mapping

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16
Q

children learn words exposed to in their environment

What study?

A

Montgomery 2011

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17
Q

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)

A

Children learn more quickly when these words

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18
Q
  • Simultaneously pairing a word with its referent
  • Letting th
  • e new word be the only new word in a certain context.
A

We can help children learn new words faster by

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19
Q

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

A

extended mapping behind for a 4 year old with LI

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20
Q
  • 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.)
A

Dimensional words

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21
Q
  • 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?
A

Development of Relational Terms

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22
Q
  • By 4-5 years old, most preschoolers can name blue, red, yellow
  • More subtle color shades are acquired later
A

Color words

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23
Q
  • 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!
A

Spatial words

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24
Q
  • The first ones to develop usually refer to immediate family—mother, father, sister, brother
  • Then, children gradually learn other layers of relatives
A

Kinship terms

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25
Q

•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
A

Temporal words

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26
Q

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

A

pragmatic

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27
Q

Monologues:private speech-ch talk to selves

Socialized speech: acknowledge partners’ utterances, increase concern

A

Private and Socialized Speech

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28
Q

private speech-children talk to selves

A

monologues

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29
Q

acknowledge partners’ utterances, increase concern

A

socialized speech

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30
Q

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

A

Discourse skills

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31
Q

A series of consecutive utterances shared by at least 2 people

A

discourse, conversation

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32
Q

refers to the relatedness of successive utterances in discourse

A

cohesion

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33
Q

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

A

Play behavior

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34
Q

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

A

symbolic

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35
Q

child plays independently, even if other children are present

A

solitary play

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36
Q

Ch plays near each other
May be using similar items

Not playing WITH each other; not exchanging ideas

A

parallel play

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37
Q

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

A

cooperative play

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38
Q

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

A

style shifting

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39
Q

preschoolers increase in ability to tell stories

  • stories gain people’s attention, entertain children themselves
  • story: setting,goal,episode, outcome
A

Preschoolers story telling

40
Q

Preschoolers story telling

A

preschoolers increase in their ability to tell stories

  • stories gain people’s attention, entertain children themselves
  • story: setting, goal, episode, outcome
41
Q

the _____ provides the context and characters

A

setting

42
Q

the ___ provides the characters’ motivation

A

goal

43
Q

the _____ describes the events related to the goal

A

episode

44
Q

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

A

outcome

45
Q

utterances relating to immediate context, here and now

A

contextualized language

46
Q

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

A

narratives-decontextualized language

47
Q
  • 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
A

according to Hulit et al. 2015

48
Q

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

A

Bliss, McCabe & Mahecha

49
Q

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)

A

Narrative levels

50
Q

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

A

primitive narratives 4 years

51
Q

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

A

sequences/chaining 3 years

52
Q

collections of unrelated utterances

A

HEAPS 30 months

53
Q

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.

A

behaviors that contribute to cohesion

54
Q

after 3, most preschoolers have appropriate ________ skills

A

presuppositional skills

55
Q

young preschoolers often give information with no apparent context

A

presupposition

56
Q
  • 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.
A

Presuppositional skills include use of

57
Q

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

A

Huit et al 2015

58
Q

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

A

deixis

59
Q

_____ words interpreted according to who said them

A

deictic

60
Q

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

A

grammatical ellipsis

61
Q
  • 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
A

turn taking

62
Q

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

A

topic maintenance

63
Q

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

A

aspects of topic maintenance include

64
Q

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

A

conversational repairs

65
Q
  • 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
A

social skills training

66
Q 
•	Depression
•	Academic failure
•	Target of bullying, manipulation
•	Greatest concern parents-bullying
Consquences of what?
A

Wiley 2012 possible consequences of poor social skills

67
Q
  • 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
A

Wiley 2012 skill steps

68
Q
  • 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
A

Emergent literacy

69
Q
  1. Comment about print
  2. track print….put finger under each word as you read
  3. ask questions about print….
A

when adults are reading with children they can?

70
Q
  • 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
A

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

71
Q

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

A

The iPad can work well

72
Q

• 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.
A

Turnbull and Justice 2012 describe print awareness

73
Q

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

A

Research has shown that…

74
Q

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

A

print

75
Q

When adults _____ print, children attend more

A

reference

76
Q

children show really increase ______ skills when adults reference print.

A

literacy

77
Q

acknowledge partners’ utterances, increase concern

A

socialized speech

78
Q

ch better story-teller

A

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

79
Q

understands today as well as yesterday,tomorrow/morning

A

5 years

80
Q

enjoys make believe play

A

45 months

81
Q

gives full name on request

A

42 months

82
Q

gives 2 objects upon request

A

36 months

83
Q

points to and names familiar objects ___ months

A

27 months

84
Q

follows simple verbal commands

A

24 months

85
Q

gives up immediate gratification based on promise of delayed privilege

A

4 years

86
Q

communicates desires orders others around

A

27 months

87
Q

plays independently in groups, selects playmates

A

36 months

88
Q

plays cooperatively and takes turn

A

45 months

89
Q

demands caregivers attention, throws tantrums when needs are not met

A

30 months

90
Q

walks up and down stairs does not alternate feet

A

27 months

91
Q

construct a tower of 7-8 blocks

A

36 months

92
Q

dresses and undresses themselves

A

39 months

93
Q

copies cross and square

A

45 months

94
Q

copies simple block letters

A

4 years

95
Q

draws recognizable person with legs, head, trunk , arms

A

5 years

Preschoolers toddlers (2 decks)

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