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103 Cards in this Set
- Front
- Back
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12 months
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When do they take their first steps
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13 months
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Use common objects appropriately
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14 months
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Use smooth reach, pick up small objects with thumb
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15 months
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Build a simple tower of 3-4 blocks
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16 months
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Scribbles lines on paper
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17 months
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Walk and run unassisted
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18 months
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Walk up stairs unassisted, walk down stairs with assistance
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19 months
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Catch and throw a ball crudely
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20 months
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Scribbles in circles
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21 months
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Jumps in place, lifting both feet of floor
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22 months
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Climbs, squats and kicks a ball
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23 months
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Puts shoes on part way
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24 months
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Turns book pages 2 or 3 at a time
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12 months
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Cognitive: Uses common objects appropriately
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13 months
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Imitate new movements not in the repertoire
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14 months
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Search in a location where an object was last seen
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15 months
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Follow simple directions accompanied by gestures
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16 months
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Imitates absent models and small movements
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17 months
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Give a mechanical toy to another for rewinding
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18 months
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Enjoy picture books and begin to recognize familiar picture
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19 months
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Remember the usual location of objects
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20 months
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Imitate adult use of an object
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21 months
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Show interest in colors and shapes
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22 months
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Actively experiment with objects
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23 months
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Sit alone and look at books for short intervals
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24 months
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Use the same toy in several different actions
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12 months
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Express needs and wants through vocalization and gestures
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13 months
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Express preference for people
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14 months
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Express many different emotions, give hugs on request
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15 months
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Repeat actions for approving audience
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16 months
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Exhibit resistance to changes in expected routines
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17 months
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Search for the adult when left alone
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18 months
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Begin to test caregivers intentions
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19 months
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Increase cooperative play with other children
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20 months
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Develop attachment to various toys
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21 months
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Play near, but not with other children
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22 months
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Hug when requested and spontaneously on occasion
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23 months
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Engage in soliloquies about experiences
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24 months
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Role play in limited manner
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Primitive Speech Act
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A distinct vocalization or word often accompanied by a gesture to communicate intentions
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Locutionary Stage
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The toddler expresses intentions by vocalizations, gestures and words
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Topic Initiation
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The act of establishing a subject for a conversation that a speaker is about to begin
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Presupposition
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The speaker's ability to judge how much their listeners might know about the subject being introduced
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Turn Taking
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Conversational skill in which speakers and listeners appropriately switch their roles
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Utterance should be produced consistently and should resemble some phonetic adult word
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2 criteria of first words
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Functional Stimulus
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Influences an individual's behavior
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Monologues
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Instances of private speech in which children simply talk to themselves
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Affect Expressive Monologues
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Preschoolers might talk to themselves to express their feelings
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Collective Monologues
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A more socialized mode of conversation than speaking to just themselves
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Associated Monologues
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Characterized by preschoolers increased socialization in that each child in the situation contributes an individual monolgues
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Socialized Speech
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Preschoolers increasingly acknowledge their partners utterances and begin to show a greater concern for the actual transmission of info
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Symbolic Play
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The child allows one thing to represent another,has been thought to be of particular importance
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Parallel Play
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The child playing near another child but not with another child
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Cooperative Play
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Children interact with each other in organizing and executing the structure of an activity
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Anaphoric Reference
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The role pronouns play in referring back to words that occurred just prior to them
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Grammatical Ellipse
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Device speakers use to eliminate information where it can be assumed that listeners are aware of it.
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Style Shifting
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Speakers modify how something is said based on the status of their listeners
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Topic Maintenance
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Speakers ability to continue conversational topic by contributing comments related to their partners
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Narratives
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Minimum, of 2 independent clauses produced in succession relating to a single event
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Recounts
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Past experiences, usually chronological manner
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Accounts
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Experience in a more detailed manner
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Contextualized Language
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Utterances that relate to the immediate context
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Decontextualized Language
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Refers to the language about objects, people, and events that are not in the immediate context
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Dimensional Words
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Words that are adjective pairs to indicate the various dimensions of objects
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Temporal Words
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Words that refer to how events are related to each other in time
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Stage : 2
Months : 27-30 Morpheme: Present progressive inflection |
Stage: 2
Months: Morpheme: Ex: He is Eating |
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Stage: 2
Months: 27-30 Morpheme: Preposition in |
Stage: 2
Months: Morpheme: Ex: Juice in cup |
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Stage: 2
Months: 27-30 Morpheme: Preposition on |
Stage: 2
Months: Morpheme: Ex: Sleep on bed |
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Stage: 2
Months: 27-30 Morpheme: Regular plural inflection |
Stage: 2
Months: Morpheme: Ex: My toys |
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Stage: 2
Months: 27-30 Morpheme: Past irregular |
Stage: 2
Months: Morpheme: Ex: I ate cookie |
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Stage: 3
Months: 31-34 Morpheme: Possessive inflection |
Stage: 3
Months: Morpheme: Ex: Mommy's shoe |
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Stage: 3
Months: 31-34 Morpheme: Uncontractible copula |
Stage: 3
Months: Morpheme: Ex: Here it is! They were nice |
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Stage: 3
Months: 31-46 Morpheme: Articles |
Stage: 3
Months: Morpheme: Ex: A boy took the ball |
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Stage: 5
Months: 41-46 Morpheme: Regular past tense |
Stage: 5
Months: Morpheme: Ex: He walked fast |
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Stage: 5
Months: 41-46 Morpheme: Regular third person singular |
Stage: 5
Months: Morpheme: Ex: She bakes cakes |
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Stage: 5
Months: 41-46 Morpheme: Irregular 3rd person singular |
Stage: 5
Months: Morpheme: Ex: He has some. She does too. |
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Stage: 5
Months: 41-46 Morpheme: Uncontractible auxiliary |
Stage: 5
Months: Morpheme: Ex: Is she reading? We were reading. |
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Stage: 5
Months: 41-46 Morpheme: Contractibile copula |
Stage: 5
Months: Morpheme: Ex: Tommys tall! They are all tall? |
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Stage: 5
Months: 41-46 Morpheme: Contractible auxiliary |
Stage: 5
Months: Morpheme: Ex: Shes reading. They are reading |
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Horizontal Vocab Development
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Characterized as the process of associating additional feature with a word
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Vertical Vocab Development
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Separate multiple meanings of words are learned
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Thematic organization
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Based on association that relate words to some integrated context in which they are experienced as a whole
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Taxonomic organization
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Based on association or classifications in which items share features that define them as a class
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Syntagmatic-paradigmatic shift
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Words association in older preschoolers have a syntactic basis
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Semantic network
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This web of related words and concepts interconnecting individuals words
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Divergent Semantic Production
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A word prompts expression of a variety of related words, info, and concepts
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Convergent Semantic Production
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When the production of a word is prompted by other words that semantically point to it.
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Word awareness
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Understanding that words can have multiple meanings and a referent can have multiple names
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Ambiguity
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Which 2 or more interpretation are possible for the same utterance
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Figurative language
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Consists of utterance that convey meaning by suggesting a connection between 2 contexts that share features or relationships
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Unfocused Chains
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Individual elements linked together through logical relationships
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Focused chains
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Consists of a central character and a true sequence of events but omit characters internal plans
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Complete narratives
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Dynamic and reciprocal relationships among events characters and achievements
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Complex narratives
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Based on multiple embedded episodes or subplots
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Descriptive Patterns
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Describe something might be signaled by phrases such as "is something that" or "refers to"
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Sequence Patterns
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Related a series of events or steps, might be introduced with "first,next or subsequently"
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Collection Patterns
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The text will list related items, are mare by phrases such as, "for instance, including, such as".
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Comparison Patterns
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Items as similar or different, might be signaled by "similarly, although, in contrast"
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Graphemes
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The letters or letter combinations of the alphabet for phonemes as the primary symbols for casual communication
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Bottom-Up Model
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The model that proposes reading proceeds from interpreting phonemes to words to phrases to sentences
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Top-down Model
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The individual reads and progresses from confirming ideas about overall content as additional written material is decoded
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Phonological Awareness
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The young student develops sound-symbol associations, the ability to segment words and sentences
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Executive Functions
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The ability to proofread,evaluate, and revise ones own writting
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