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.
Stages of Narrative Development
4 – 4 1⁄2 years
Primitive narratives
• Organised around a central person, object, or event
• Contains story grammar elements: an initiating event; an action or attempted action; and a consequence of that action or attempt
• However, there is no real resolution or ending
• No evidence in the story of why characters act the way they do i.e., little evidence of character’s motivations
Stages of Narrative Development
4 1⁄2 - 5 years
Chain narrative > True narrative
• Shows some cause and effect and temporal relationships but the plot isn’t strong
• Contains story grammar elements: an initiating event; an action or attempted action; and a consequence of that action or attempt
• Ending may be very abrupt or does not necessarily follow logically from the events
• Typically conveys some character motivation (e.g., a ‘why’)
Receptive & Expressive Summary
3 years
Receptive
• follows two stage commands containing four linguistic elements e.g., “Give me the spoon and push the car.”
• understands some simple wh- questions
• understands concepts same and different
• starting to categorise in basic groups
• recognises basic colours
Expressive
• produces 900 – 1, 200 words
• uses multi-word utterances [3 words +]
• asks what, where and who questions
• over regularises past tense (e.g., “goed”)
• [approx. 75% intelligible to unfamiliar listeners]
Receptive & Expressive Summary
4 years
Receptive
• understands 5,600 words
• responds correctly to most questions about daily activities
• uses word order strategy to understand message
• understands most wh- questions
• [understands concept of rhyming & alliteration]
Expressive
• produces 1, 500 – 1, 600 words
• names primary colours
• counts to five
• uses personal pronouns more accurately
• uses negative and question forms correctly
• [approx. 100% intelligible to unfamiliar listeners]
Receptive & Expressive Summary
5 years
Receptive
• understands 9, 600 words
• understands temporal concepts (e.g., before/after; yesterday/tomorrow)
• follows three stage commands containing six linguistic elements e.g., “Throw the dice, give me the cup and pick up a card.”
Expressive
• produces 2,100 – 2, 200 words
• has mastery of most syntactic rules and can converse easily
• formulates short, well structured stories
• uses past and future verb tenses correctly
Speech – Intelligibility
• the extent to which the child’s speech can be understood
• increases significantly between 3 and 5 years:
- 2-3 years – 50-75% intelligible
- 4-5 years – 75-90% intelligible
- 5+ years – 90-100% intelligible
Speech - Sounds
3 – 4 years
• use many more two or more syllable words
• addsounds‘f,s,z,sh,l,y,r,ch’
• use many more consonant clusters including ‘l’ and ‘s’
• use even wider range of vowel sounds
• may use cluster reduction, gliding, fronting, stopping, deaffrication
4 - 5 years
• use multisyllabic words frequently
• rare to omit sounds
• add sounds ‘j, v, th, zh’
• may still use cluster reduction, gliding, stopping of ‘th’
Most children have acquired “an adult phonological system” by age 5-6 years
Developmental Sound Classes
- Early 8 (average over 75% correct): ‘m, b, y, n, w, d, p, h’
- Middle 8 (average 25-75% correct): ‘t, ng, k, g, f, v, ch, j’
- Late 8 (average < 25% correct): ‘sh, th’ s, z, l, r, zh’
Stages of acquisition of vowels
- Early development – /i,iː/,/u,ʉː/,/oʊ,əʉ/,/a,ɐː/,/ʌ,ɐ/ (ee, oo, oe, ah, u)
- Middle development – /æ/,/ʊ/,/ɔ,oː/,/ə/ (a, short oo, or, schwa)
- Late development – /ɜ,ɜː/,/e/,/ɪ/,/ɚ/ (er, e, i, er with postvocalic ‘r’)
Observation of typical language and speech development
Language Pragmatics:
• Number of turns • Conversational repair • Presupposition • Self-talk
• Pragmatic functions: control / intention
Expressive:
• How many words expecting in his utterances? • nouns++ • Brown’s 14 morphemes
• Prepositions
Receptive:
• Understanding most wh- questions • Correctly responds to most questions about daily life
Speech
• Percentage intelligibility expected • Speech sounds expected
• Phonological processes expected
Development of PA skills
- Phonological awareness: Knowledge of sounds and syllables and of the sound structure of words.
- Preschool children generally have implicit knowledge of internal structure of words
- Implicit must be made explicit for skilled reading
- Awareness of larger units develops before smaller units (e.g., rhyme → syllables → onset-rime → phoneme segmentation → phoneme manipulation)
Five Stages of Phonological Awareness Development
- Being able to recognise rhymes 2-5 years
- Rhyme and alliteration generation 2-5 years
- Segment word into syllables, isolate first sounds in words, and onset- rime segmentation 2-5 years
- Full segmentation of a word into all its separate sounds 5-7 years
- Addition, deletion, and manipulation of sounds within words to make new words 5-7 years
Print concepts/ print knowledge
- Young children’s emerging knowledge of the specific forms and functions of written language (Piasta et al., 2012)
- The importance of print awareness for learning to read has been well- established (e.g. Johns, 1980)
- Emerges between 3 – 5 years of age
Feeding
• Chewing fully mature by 4 years
- 12 months to 4 years – can cope with most textures but chewing
not fully mature
• 4 years: range of foods in diet predicts preferences and dietary range into adulthood
Play - Type
3-4 years – Associative play
• The child will begin to interact with others during play, however, interaction is still minimal.
• For example, two children might be playing within a pretend kitchen together using the same equipment but not necessarily playing the exact same thing.
4+ years – Cooperative play
• Occurs when two or more children are playing the same activity
• Game is planned for, and some rules are established
Play – Developmental Skills
3-4 years
• Beginscreatingscriptsforplayreflectingrealorimaginarylife • Canportraymultiplecharacterswithfeelings
4-5 years
• Begins group games with simple rules
• Participates in organized play when there are prescribed roles
• Expands on role play and engages in dress up – “dramatic play”
5-6 years
• Increases independence in board games – may have previously needed lots of adult support
• Participates in competitive and cooperative games
• Participating in group games
• Play often has a clear ‘goal’
