Topic 6 3-5 years Flashcards
Language development 3-5 years
significant progress in their ability to understand and use language. can understand more complex morphological structures and follow longer and more detailed instructions, use a wider range of words, begin to use complex sentences (considered ‘later sentence users’), engage in more advanced social language skills
Development of language content
Children add about 5 words to their lexicon every day and use quick incidental learning/ fast mapping strategies.
-3 years: 900-1,200 words
-4 years: 1,500-1,660 words
-5 years: 2100-2,200 words
Pronoun development
Between 3-5 years children will use more pronouns that refer to another person, acquire possessive pronouns, reflexive pronouns, such as himself and themselves.
* 35-40 months: they, us, hers, him, them , her
* 42-46 months: its, our, him, myself, yourself, ours, their, theirs
* 47 months+: herself, himself, itself, ourselves, yourselves, themselves
Interrogative development
From 3 years of age, children continue to develop their ability to understand and use a range of question words, as they continue to develop their understanding of the world around them
Basic relational concepts and preposition development:
Prepositions relating to location tend to be acquired first, followed by those relating to timing:
* 36 months: under (locational)
* 40 months: next to (locational)
* Approx. 48 months: behind, in back of, in front of, above, below, at the bottom (locational)
* - 60 months: before, after (temporal
Basic relational concepts are important for children’s ability to
- Follow instructions.
- Understand and describe relationships between and among objects.
- Understand the location and characteristics of persons, places and things.
- Understand the order of events.
- Engage in emergent literacy activities.
- Engage in problem solving activities that involve classifying, sequencing, comparing, and identifying attributes.
Development of language form
From 3 years of age, the grammatical complexity of utterances increases, as does the mean length of utterance in morphemes. By just after 4 years of age, most typically developing children have acquired the use of 14 morphemes. Brown’s morphemes***
Development of language use
From 3-5 years, children are starting to develop conversational skills, as they start to broaden their social networks and interact with others beyond their immediate family. By 42-48 months we see the following areas of language displayed:
* Self-directed speech
* Maintaining interactions
* Reporting on past events
* Reasoning
* Predicting
* Expressing empathy
Intentions in children aged 3-5 years
As children age, they gain the ability to use language for many more functions. Wells names 6 broad pragmatic categories to describe the general purposes of language seen in children aged 3-5 years. Examples of intentions include control, representational, expressive, social, tutorial, procedural. Children 30 months have control and representational functions make up 70% of children’s utterances.
Self-directed speech
speech/verbal thought that is directed to oneself in overt, convert, or internalised forms. Thought to account for 20-30% of 4-year old’s utterances, initially with no desire to involve others. Around 3 years of age, children may use self-directed speech to control impulses (don’t touch!). Supports self-regulation and control behaviour, thoughts, and emotions. As the child ages, audible monologues decrease, and inaudible self-talk will increase.
Developing conversational skills:
3-5 years, topic maintenance increases. At the age of 3, children will have difficulty sustaining topics beyond 1 or 2 turns, with less than 20% of a young children’s responses being relevant to their conversation partners previous utterance. By 5 years, approx. 50% of children can sustain topics for about 12 turns. From 3, yeah etc used to acknowledge partners turn. after 3 years children become aware of what information to include in conversations. yet to master conversational repair, the process of making corrections or clarifications
Developing narrative skills:
Before 4 years of age, children routinely omit essential information need un narrative e.g. fail to introduce all the story participants or characters. However, narrative skills will improve with the increased ability to take the perspective of the listener and their language skills improve.
-3 years: sequence story
-4-4.5 years: primitive narrative
-4.5-5 years: chain narrative
Receptive language development
By 3 years:
* Follows 2 stage commands containing 4 linguistic elements.
* Understands some simple wh- questions.
By 4 years:
* Understands 5,600 words.
* Responds correctly to most questions about daily activities.
* Uses word order strategy to understand message.
* Understands most wh- questions.
By 5 years:
* Understands 9,600 words.
* Understands temporal concepts.
* Follows 3 stage commands containing 6 linguistic elements
Phonological awareness
There are 5 stages of phonological awareness:
1. Being able to recognise rhymes.
2. Rhyme and alliteration generation
3. 3. Segment words into syllables, isolate first sounds in words, and onset-rime segmentation (on-set refers to an initial consonant or an initial consonant cluster/blend, the rime refers to the following vowel plus any subsequent consonants, syllables without an initial consonant or consonant cluster only have a rime. The rime is the same in words that rhyme, however these two terms refer to different concepts)
4. Full segmentation of a word into all its separate sounds.
5. Addition, deletion, and manipulation of sounds within words to make new words.
Print awareness/print knowledge:
An umbrella term describing young children’s emerging knowledge of the specific forms and functions of written language. These concepts include the understanding:
* That print has meaning
* The print can be used for different purposes
* Of the relationship between letters and words
* That words are separated by spaces
* There is a difference between letters and words
* That words are separated by spaces
* There is a difference between words and sentences
* That there are punctuation marks that signal the end of a sentence
* That books have parts such as a front and back cover, title page, and spine
* That text is read in a specific order, for instance in English text is read left to right, whereas in Hebrew and Arabic text is read right to left.
Print awareness emerges between 3-5 years of age and is dependent on the child’s exposure to print.
