Typical Development 3 – 5 years Flashcards
Expressive vocabulary:
36 months: 900 - 1200 words
48 months: 1500 – 1600 words
60 months: 2100 – 2200 words
Understanding & Using interrogatives:
Understanding interrogatives: 3-0 years: “Who?” “Whose?” “Why?” “How many?” (Nb: respond with number, but may not be correct) 3-6 years: “How?” 4-6years+: “When?” Using interrogatives: 3-0 years: “What?” “Where?” “Who?” 4-0 years: “When?” “How?” “Why?”
Basic relational concepts & Development of prepositions
Basic relational concepts: size e.g., tallest spatial e.g. in, on, under temporal e.g., before, after quantity e.g., some, all other e.g., understands concepts of same and different: 3 years Development of prepositions • 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)
Temporal prepositions:
- Before you go to school, stop at the shop. [1 shop, 2 school]
- Go to school before you stop at the shop. [1 school, 2 shop]
- After you go to school, stop and the shop. [1 school, 2 shop]
- Go to school after you stop at the shop. [1 shop, 2 school]
For a typically developing child aged approx. 3 years, all of the above are interpreted as having the same meaning (child still relying on word order)
i.e., child understands school first and then shop in statements 1 to 4.
Generally don’t do well following multiple step directions that involve:
“First do X and after do Y and then Z”
Physical relations [opposites]:
3 points
Order of acquisition of physical relationships > less to more specific
e.g hard/soft > deep/shallow
• From 3 – 5 years children start to learn relational terms such as thick/thin; fat/skinny
• By approx. 5 years, they have an understanding of early opposites.
Why is it important that children understand basic relational concepts?
- Following instructions;
- To 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 Pronouns
35 – 40 > they, us, hers, him, them, her
41 – 46 > its, our, him, myself, yourself, ours, their, theirs
47 + > herself, himself, itself, ourselves, yourselves, themselves
Language Use By 42 – 48 months:
6 points
- Self-directed speech
- Reporting on past events
- Reasoning
- Predicting
- Expressing empathy
- Maintaining interactions
Monologues / self talk / self-directed speech
5 points
- Verbal thought directed to oneself in
- overt (i.e. out-loud),
- covert (whispers, lip-movements)
- internalised (i.e. inner speech) forms.
- Account for 20-30% of 4 year olds utterances
- Initially with no desire to involve others
- Important tool - language supports self-regulation
- Audible monologues decrease and inner speech increases
Developing topic maintenance
4 points
- Topic maintenance increases with age
- Difficulty sustaining topics beyond 1 or 2 turns
- < 20% of a young kindy child’s responses may be relevant to their conversation
- By 5 years: approx. 50% of children can sustain topics for about 12 turns
Beginning to consider the listener’s knowledge - Presupposition
3 points
• After approx. 3 years of age children become more aware of what information to include in conversations i.e.,
- the amount of information the listener needs
- mentions the most important information first
Conversational repair: 3 – 5 years
• Can’t state what is desired
[not until mid-primary school age that child can make specific requests for clarification]
• Usually unable to reword message if conversation partner doesn’t understand (clarifies by repeating)
Early intentions 3 – 5 years
- control [requesting; protesting]
- representational [requesting an answer; labelling]
- expressive [exclaiming; verbal accompaniment to action]
- social [greetings]
- tutorial [repeating; practising]
- procedural [calling]
Narratives:
• telling stories
• retelling of familiar stories
• expository / procedural
(impart information e.g., how to do something)
• Before 4 years, omissions of essential information should be expected
• Informing improves with:
- the ability to adopt the listener’s perspective
- advances in linguistic competence (e.g., adverb use, temporal
terms)
Stages of Narrative Development
3 years
Sequence stories
• Labelling events around a central theme / character / setting.
• There is no plot, but there is a description of what the character has done. • Sequences of information, however, one event does not necessarily follow temporally or causally from another.
