Chapter 10

Front 1

Much of language is refined when?

Back 1

During school age and adult development.

Front 2

The preschool years have been viewed as a critical period for what?

Back 2

Language learning, but although early years are important, there is little empirical support for the critical period notion.

Front 3

The early school age years are characterized by growth in all aspects of language, although the development of what two areas seem to be most prevalent?

Back 3

pragmatics and semantics

Front 4

A lexical difference as great as ________ words may separate average from poor during the early school age?

Back 4

6000

Front 5

Metalinguistic ability

Back 5

The awareness that enables a language user to think about and reflect on language, also becomes well developed during the school age

period.

Front 6

Back 6

Summary of School age children's pragmatic and semantic development

Front 7

The Early School Age Child (pgs 318-319)

Back 7

*Expressive vocabulary has grown to 2200 words.

*The child of 5 is able to use language to converse and to entertain.

*Can tell stories, budding sense of humor, and tease/discuss emotions.

Front 8

The Early School Age Child (continued) (pgs 318-319)

Back 8

*In the first 6 years of school, child develops cognitive and communicative skills, that by age 12 compare to adults.

Front 9

The Early School Age Child (continued) (pgs 318-319)

Back 9

* Cognitive skills change a lot during first 6yrs of school.

*Briain nearly adult size by ae 8, intrabrain pathways must be better developed.

*Brain weight changes little, growth is internal.

Front 10

The Early School Age Child (continued) (pgs 318-319)

Back 10

* First 6 years of school a child's mental abilities mature from concrete problem solving, to requiring input, to abstract thought.

Front 11

Four major cognitive developments

(Period 7-11) pgs 318-319

Back 11

1) Inferred Reality- An inference about a physical problem based not only on perceived

appearances, but also on internal information.

(Example: Preschool child bases judgments on of volume of container's height.)

2) Decentration-Ability to consider several aspects of a physical problem at once.

3) Transformational thought- Refers to the ability to view a physical problem as existing in time and to anticipate future consequences

effectively.

4) Reversible Mental Operations- enable a child to recognize that change can be undone or reversed.

Front 12

The Early School Age Child (continued) (pgs 318-319)

Back 12

* During school age years the kid refines conversational skills needed to be an effective

communicator,

*First grader has an expressive vocabulary of 2600 words but may understand as many as 8000-10000 root words.

*Approximately 50000 by 6th grade.

*School age child has slower language growth compared to a preschool child because of

their acquiring language rules and structuring.

Front 13

Pragmatic Development (pgs 319-320)

Back 13

*Area of most linguistic growth during the school age years is language use, or pragmatics.

*During pragmatics we see the interaction of language and socialization.

*Studies indicate that over 1/2 of variance in young school age children's conversational language skills may be accounted for by genetics.

**Throughout school years cognitive processes of nonegocentrism and decentration increase and combine to enable a child to become better communicator.

Front 14

Nonegocentrism / Decentration

Back 14

Nonegocentrism- Ability to take perspective of another person.

Decentration- process of moving from rigid, one dimensional descriptions of objects and events to coordinated ones, allowing both speaker and listener to recognize that there are many dimensions and perspectives to a given topic.

Front 15

Narratives (Pages 320-321)

Back 15

* Reflect the story teller's experience.

*Sense making tools

*Help maintain a positive self-image and a group identification within their families and communities.

Front 16

Narratives (Pages 320-321)

Back 16

*5-6 yr old produce many types.

(Mostly anecdotal narratives of a personal nature dominate.)

*Four basic types of narratives

(recount, eventcast, accounts, stories)

*Southern African American working class children produce mostly accounts or eventcasts and have minimal experience with recounts.

Front 17

Four types of narratives

Back 17

1) Recount-Tells about past experiences in which a child participated or observed or about which a child read and is usually by an adult.

2) Eventcast- Explanation of some current or anticipated event and may be used to direct others in imaginative play sequences. (Ex. your the daddy, you pretend to get dressed.)

3) Accounts- Highly individualized spontaneous narratives, children share experiences.

4) Stories-fictionalized, seemingly endless content variations, have a known and anticipated pattern where main character must overcome problem.