preschoolers: pragmatic and semantic development (2-5 years)
TRANSCRIPT
PRESCHOOLERS: PRAGMATIC AND SEMANTIC DEVELOPMENT (2-5 years)
I. DEVELOPMENTAL MILESTONES**
• A. Cognitive Development
• 24 mos—follows simple verbal commands
• 27 mos—points to and names familiar pictures
• 36 months—gives “two” objects on request
B. Social Development**
• 27 mos—communicates desire and orders others around
• 30 mos—demands caregiver’s attention, throws tantrums when needs are not understood
C. Motor 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
II. SEMANTIC DEVELOPMENT**• A. Introduction
• Semantic development is closely related to development in motor, social, and cognitive abilities
• The better a child’s abilities in those areas, the more language he receives and practices
Preschoolers’ vocabularies grow fast:**
• 18-24 months: expressive vocab goes from 50 to 200-300 words
• By 36 mos of age, children will have expressive vocabularies of 900-1,000 words
• At 5 years, by kindergarten, they should be using 2,100-2,200 words
By 6 years of age…**
• Many children have receptive vocabularies of up to 14,000 words
Montgomery 2011:
B. Word Learning**
• 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
Extended mapping “behind” for a 4-year old with LI:
Children learn new words more quickly 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)
We can help children learn new words faster by:
For example, let’s say you want to teach “pig;” you’d want to make sure it was the only new word in that context**
C. Dimensional Words**
• 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.)
D. Development of Relational Terms**• 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?
E. Color Words**
• By 4-5 years old, most preschoolers can name blue, red, yellow
• More subtle color shades are acquired later
F. Spatial Words
G. Kinship Words**
• The first ones to develop usually refer to immediate family—mother, father, sister, brother
• Then, children gradually learn other layers of relatives
H. Temporal Words
• These refer to how things are related to each other in time
• 1.
• 2.
• 3.
III. PRAGMATIC DEVELOPMENT
• A. Introduction
• For optimal development of pragmatic skills, children need both varied and routine experiences
B. Private and Socialized Speech
•
C. Discourse Skills**
• 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
D. Play Behavior**• 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
In solitary play…**
• Child plays independently, even if other children are present
In parallel play…
In cooperative play…
Dore’s Conversational Acts**
• Page 273 to the middle of p. 275 are not on the test
• Begin reading at the heading “Discourse Skills—the Conversational Game”
• **d. Style shifting —this aspect of presupposition involves having the speaker modify how something is said based on the status of the listener
• Preschoolers as young as 3 years of age can use please, could you, would you.
E. Preschoolers’ Storytelling
• **The setting provides the context and characters
• The goal provides the characters’ motivation
• The episode describes the events related to the goal
• The outcome provides the conclusion and states whether or not the goal was attained
F. Narrative Levels**• PRIMITIVE NARRATIVES/CENTERING—4 yrs.
—there is an identifiable theme and elements are conceptually related to the core topic (p. 286)
• SEQUENCES/CHAINING—3 yrs.—elements of
story are related to a central topic, but are not necessarily chronologically sequenced (p.
286)
• HEAPS—30 mos.—collections of unrelated utterances (p. 285)
G. Behaviors that contribute to cohesion:• 1.
2. Presupposition
Presuppositional skills include use of:**
• a. 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.
Because of anaphoric reference, you would not say things like:**
• “The Avengers movie was awesome, and I’m so glad I got to see this movie.”
• Scarlett Johanssen was amazing, and Scarlett is such a good actress.”
• b.
• c.
3. Turntaking**• 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
4. Topic maintenance
Aspects of topic maintenance include:
• a.
IV. SOCIAL SKILLS TRAINING**
• 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
Wiley 2012—possible consequences of poor social skills:
Wiley 2012—Skill steps:
V. EMERGENT LITERACY**
• 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
When adults are reading with children, they can:• 1.
• 2.
• 3.
If young children are fairly hyper and don’t sit well during book reading:**
• 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
The iPad can work well…***
• 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
According to Hulit et al. 2011:
Bliss, McCabe, & Mahecha 2001:
Turnbull & Justice 2012 describe print awareness:
• 1.
• 2.
• 3.
• 4.
Research has shown that…