SP 137 - Module 4: Preschool language development

develop slowly

By preschool age: Fine motor abilities continue to \____________

share toys and start to take turns with peers

By preschool age: unlike 2 year olds, a 3 year old+ child will \_____________

isolated play

By preschool age: 2 years old, what we expect is more \________, schemas are only familiar ones

onlooking play

By preschool age: 3 years old, we expect \___________, share, take turns, interact with other peers

sounds and words

By preschool age: Play is often accompanied by \______________ as the child explains actions, makes environmental noises, or takes various roles

imaginate ways

By preschool age: Uses toys in \_______________ and exhibits much make-believe play

\>3.0

Phase 6 Complex Sentences: Mean Length of Utterance average number

"And"

Phase 6 Complex Sentences: \______ for sequential events

as the events take place

Phase 6 Complex Sentences: When are Utterances are produced?

causality

Phase 6 Complex Sentences: \________ is not expressed through so and because, preschoolers use 'and'

successive

Increase in production of \__________ utterances without connectives

causality

New Content Categories Phase 6 Example: "You can't see it cause it's way inside"

Dative

New Content Categories Phase 6 Example: "I got these for you" & "Give the spoon to daddy"

Specification

New Content Categories Phase 6 Example: "She got the toy in the box"

Attribute/Recurrence with Loc. Action and Possession with state

+embedded in Phase 6: Complex Sentences

Phase 7: Syntactic Connectives and Modal Verbs

What phase has an increase production of sequential and causal relationships

Phase 7: Syntactic Connectives and Modal Verbs What phase uses more of 'because' and 'then'

Adversative

Phase 7 New content categories: use of "but"

Epistemic

Phase 7 New content categories: use of "know", "think", "don't know"

State

Phase 7 New content categories: use of "can" (mood)

Temporal Concepts

Phase 8 Relative: Development of grammatical morphemes for \__________

Phase 8: Relative

temporal concepts like -ed (past tense) are found in what phase?

Phase 8: Relative

temporal concepts like -s (third person singular; added to verb) are found in what phase?

Phase 8: Relative

temporal concepts like -ing (present progressive verbs)

Phase 8: Relative

What phase do preschoolers start asking why questions

Specification

Phase 8 Relative: \________ now includes object specification and time specification

"That" or "where"

Phase 8 Relative: example of object specification

"when"

Phase 8 Relative: example of time specification

"Should", "must", "have to"

The new modal verbs of Stage 8 are?

conversational context

Pragmatic Development: Children learn language within a \___________________

primary caregiver

Pragmatic Development: Children learn through a \_______________ (conversational context)

responding, turn taking, topic initiation, etc

In Pragmatic Development, children learn skills like: \__________________

Conversational formats and routines

Pragmatic Development: \____________________ are used to provide support to preschool children

monologues

In Pragmatic Development, Children are encouraged and expected to engage in \____________

all kinds of activities

3 YEAR OLDS use monologues in \______________.

sustained, focused goal-directed activities

4 YEAR OLDS are more selective with their monologues and are most likely to use "private speech" only in \________________________

others are nearby

Gradually, children engage in monologues when \_______________

Audible monologue behavior

This type of monologue DECLINES with age

Inaudible self-talk

This type of monologue INCREASES with age

10

Self-talk decreases after age \_____ but DOESN'T disappear

Register, Conversational Repair, Topic Introduction, Maintenance & Closure, Deixis, DIrectives & Requests, Adaptation to Listener's Knowledge

Pragmatic skills that develop during this period:

Register

"Different styles of speaking"

Register

Learned through assuming different roles in play

age & experience

Competence with REGISTERS varies with \______________________

Register

Used in politeness

Conversational Repair

"Requesting for clarification"

Conversational Repair: "Requesting for clarification"

Use questions to initiate or continue conversations

Conversational Repair: "Requesting for clarification"

Starts with non-verbal clarification

Conversational Repair: "Requesting for clarification"

Develops to asking for general and non-specific information

Conversational Repair: "Requesting for clarification"

Pragmatic Skills: E.g "what?" "huh"

Conversational Repair

"Responding to clarification"

Conversational Repair: "Responding to clarification"

Must be requested to clarify. (e.g "Can you say that again")

Repetition

Clarification strategy \= \__________

pauses or stalls

Clarification: presence of \___________

revisions

This is when children will change what they're saying in the middle of the statement

Stalls

change nothing in the linguistic structure

Stalls

long silent pauses

Stalls

Pauses filled with um or uh

Revisions

change the utterance (e.g., phonology, intent, etc)

Topic

content of the conversation

Maintenance

by each communication partner's responses, comments, and additional information

Closure

introducing a new topic, reintroducing a previous topic, or ending of a conversation

Age 1 (Topic Introduction, Maintenance, Closure)

Skilled in initiating topics (glances, gestures, vocalization, & verbalization) (Topic Introduction, Maintenance, Closure)

Age 2 (Topic Introduction, Maintenance, Closure)

Capable of maintaining coherent topics (Topic Introduction, Maintenance, Closure)

Age 3.5 (Topic Introduction, Maintenance, Closure)

Utterances are on establish topics (Topic Introduction, Maintenance, Closure)

Adaptation to the Listener's Knowledge

"Presupposition"

Adaptation to the Listener's Knowledge

Making assumptions of the listener's background knowledge

Adaptation to the Listener's Knowledge

Understanding that not everyone that they talk to understand what they're talking about

Awareness of word meanings, Knowledge of the social context, Understanding of conversation topic

Different levels of adaptation to the listener's knowledge

Before Age of 3 (Topic: Content of the Conversation)

Do not understand the need to provide information to their listeners (Topic: Content of the Conversation)

Age 3 (Topic: Content of the Conversation)

Able to determine amount of info the listener needs (Topic: Content of the Conversation)

Age 3 (Topic: Content of the Conversation)

Determine between definite (the) vs indefinite (a, an) articles (Topic: Content of the Conversation)

Age 4 (Topic: Content of the Conversation)

Able to use verbs such as "know", "think", "forget" etc. as presuppositional tools (Topic: Content of the Conversation)

Age 5 or 6 (Topic: Content of the Conversation)

Able to use verbs such as "wish", "guess", "pretend" (Topic: Content of the Conversation)

Age 5 or 6 (Topic: Content of the Conversation)

presuppose that info is false (Topic: Content of the Conversation)

Directives and Requests

Purpose it to get others to do things for the speaker

Direct

Goal is clearly stated (Types of Directives and Requests)

Indirect

Goal is NOT clearly stated (Types of Directives and Requests)

Conventional

Typical way to request or direct (Types of Directives and Requests)

Non-conventional ATYPICAL way to request or to direct (nagpaparinig) (Types of Directives and Requests)

Age 2 (Directives and Requests)

Uses attention - getting words, gestures, and rising intonations (Directives and Requests)

Age 2 (Directives and Requests)

Request words, problem statements, and verbal routines (Directives and Requests)

Age 3 (Directives and Requests)

Makes POLITENESS DISTINCTION based on the communication partner (Directives and Requests)

Age 4 (Directives and Requests)

Emerging use of indirect forms; becomes more aware of communication partners POV (Directives and Requests)

Age 5 (Directives and Requests)

Appearance of nonconventional directives

Age 5 (Directives and Requests)

Increas use of explanations and justifications

Deixis

Used to DIRECT ATTENTION and make SPATIAL CONTRAST in a conversation from the speaker's POV

this, that, here, and there

Deictic Terms

Deixis

Pragmatic skill inherently difficult for preschoolers

Point of reference, shifting perspectives, shifting boundaries

The problems of diectic acquisition

speaker

Must learn that the POINT OF REFERENCE for the terms is the \_________ (Problems of diectic acquisition)

Shifting Perspectives

Each speaker creates a new point of reference, thus shifting point of reference (Problems of diectic acquisition)

Shifting Boundaries

extent of social contrast is relative to context (Problems of diectic acquisition)

Shifting Boundaries

understand how far and the extent of "here" and "there"

Initial Phase

No contrast between different dimensions (Learning of Diectic Terms Phases)

Initial Phase

Uses terms to direct attention (non-diectically) (Learning of Diectic Terms Phases)

Initial Phase

don't know the difference of "here" and "there" (Learning of Diectic Terms Phases)

Partial Contrast

Uses PROXIMAL terms (this, here) correctly but overuses it in place for DISTAL terms (Learning of Diectic Terms Phases)

Partial Contrast

'this' used in place for 'that' (Learning of Diectic Terms Phases)

Full Contrast

Correct and accurate use of deictic terms (Learning of Diectic Terms Phases)