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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**.
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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
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
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)
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
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
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
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.
**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)
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.”
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
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
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.
