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17 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Birth - 3 months
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▫ Birth cry
▫ Differentiated crying ▫ Contagious crying ▫ Cooing ▫ Brief eye contact ▫ Responds to speech sounds ▫ Startles in response to sounds ▫ Prefers baby talk ▫ Quiets in response to sounds ▫ Can recognize vowel contrasts ▫ Prefers to look at the human face |
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4 - 6 months
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▫ 1. variation in sounds
▫ 2. attempts gestures ▫ 3. babbles ▫ 4. calls for attention ▫ 5. responds to name ▫ 6. distinguishes strangers ▫ 7. fixes gaze on face ▫ 8. looks at what is being discussed |
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7 - 12 months
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▫ 1. babbles in native tongue
▫ 2. imitates speech sounds ▫ 3. imitates gestures ▫ 4. looks at objects when named ▫ 5. understands ‘no’ ▫ 6. looks at picture for one minute ▫ 7. gives objects upon request ▫ 8. will search for partially hidden object ▫ 9. understands 5-10 words ▫ 10 produces first true word 11. uses preverbal language functions: |
11. uses preverbal language functions:
A. Attention seeking B. Requesting C. Greeting D. Informing E. Protesting F. Pointing |
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Caregiver responses:
(1 year) |
• 1. waiting and listening
• 2. following child’s lead • 3. joining in and playing • 4. being face-to-face • 5. using questions • 6. encouraging turn taking • 7. expanding and extending |
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12 - 24 months
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▫ 1. intelligibility increases dramatically
▫ 2. uses intonations ▫ 3. has two-word sentences ▫ 4. begins to use ‘in’ and ‘on’ ▫ 5. uses referential gesturing ▫ 6. uses verbal turn taking ▫ 7. uses imaginative, heuristic, informational language ▫ 8. understands 500 words ▫ 9. by two, produces around 200 words |
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Twenty-four to thirty-six months
(Toddlers) |
▫ 1. intelligibility improves
▫ 2. uses contractions ▫ 3. uses nouns and verbs ▫ 4. introduces topics and changes topics ▫ 5. engages in dialogues ▫ 6. lots of off topic conversations ▫ 7. asks simple questions ▫ 8. understands about 900 words ▫ 9. produces 500 words |
Understands morphological contrasts
1. That’s his wagon. That’s their wagon. 2. The girl is drinking. The girl will drink. 3. There’s some dap. There’s a dap. 4. The boys draw. The boy draws. 5. The girl shows the cat the dog. The girl shows the dog the cat. |
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Best toddler care . . .
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• 1. small groups
• 2. low adult/child ratio • 3. non-authoritarian approach • 4. safe, clean, stimulating environment • 5. significant language stimulation • 6. no passive screens |
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Emergent literacy
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• Emergent literacy is the skill set that will help
children with written language. |
Early knowledge forms the foundation about
print and letter sounds. |
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Facets of emergent literacy
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1. Alphabet knowledge
2. Print Awareness 3. Phonological awarenes |
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Alphabet knowledge
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▫ Recognize letters in their name
▫ Begin to write ▫ Recognize environmental print ▫ Learn the letters of their name |
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Print awareness
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▫ Interest in print increases
▫ Recognize the functions of print ▫ Understand that we read left to right, top to bottom ▫ Learn the difference between words and letter |
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Phonological awareness
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▫ Detects rhymes
▫ Can segment words into syllables ▫ Recognizes similar beginning sounds |
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Three and four-year-olds
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• Mastered consonants
• Uses 4-5 word sentences • Uses compound sentences • Uses articles • Uses past tense • Uses contractions • Understands some kinship terms • Comprehends 1500-2000 words • Uses 1000-1500 words • Understands requests without pointing |
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Four and five-year-olds
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• Mastered all consonants sounds (not in all
contexts) • Uses subordinate and coordinate conjunctions • Uses irregular plural forms consistently • Uses 5-8 word sentences • Uses ‘what do’ ‘what does’ and ‘what did’ questions • Comprehends 2500-2800 words • Uses 1500-2000 words |
• Tells story as a sequence of events
• Knows count nouns (this is a dax) • Knows name nouns (this is dax) • Knows descriptive words (this is a dax one) • Know opposites • Knows locational preposition |
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Shared storybook reading
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• Richer language than maternal language
• More diverse array of syntax and vocabulary • Higher level of abstraction • Learn dietic terms (this and that) • Pick- up far more vocabulary • Hear more narrative • Hear better descriptions • Hear more clauses and phrases |
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Best way to read to the young . . .
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• Read title and author
• Guess what the story might be about • Talk about anything that is familiar • Relate the story to the child’s life or experience • Connect to familiar stories • Ask the occasional question • Ask for an opinion at the end of the story |
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Interacting with reticent children . . .
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• Greet them and wait for them to talk
• Engage in parallel play directed toward an object • Engage in interactive play that includes talk • Be enthusiastic • Allow plenty of response time • Encourage children to elaborate • Give undivided attention • Offer choices |
reticent: inclined to keep one's thoughts, feelings, and personal affairs to oneself
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