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80 Cards in this Set
- Front
- Back
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Motor/Cog/Social Development
12 months |
first steps
use common objects approprialtly express wants and needs through vocalizations and jesters |
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Motor/Cog/Social DEV
13mon |
use com obj appropiately
imitate new movements not in the repertoire express preference for people |
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M/C/S Dev
14mon |
use smooth reach, pick up small with thumb and dev finger opposition
search in a location where and an bject was last seen express many diff emotions, hug on request |
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M/C/S Dev
15 mon |
build a simple tower of three to four blocks
follow simple direcctions accom by jesters repeat actions for approving audience |
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M/C/S Dev
16 mon |
scribble lines on paper
imitate absent models and small mov exhibit resistent to change in expected routines |
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M/C/S Dev
17 mon |
walk and run unassited
give a mechanical toy to another for rewinding search for the adult when left alone |
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M/C/S Dev
18 mon |
walk up stairs unassisted and walk down stairs assisted
enjoy books and begin to reck familar pictures begin to "test"caregivers intentions |
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M/C/S Dev
19 mon |
catch and throw a ball crudedly
remember the usual location of objects increase cooperative play with other children |
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M/C/S Dev
20 mon |
scribble in circles
imitate adults use of an objects develop attchment to various toys |
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M/C/S Dev
21 mon |
jump in place, lifting both feet off the floor
show interest in colors and shapes play near, but not with other children |
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M/C/S Dev
22mon |
climb squat and kick a ball around
actively exp with objects hug when requested and spontaneously on occasion |
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M/C/S Dev
23mon |
put shoes on part way
sit alone and look at books for short intervals engage in "soliloquies" about experiences |
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M/C/S Dev
24mon |
turn book pages two or three times
use the same toy in several different actions role play in a limited manner |
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Locutionary Stage
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form of the utterance, verbal comm
12mon+ enter a period of expanding challenges Cognitively-understand cause and effect, appreciate means-end relationship, icrease understanding of object perminance |
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Dore's Primative Speech Acts(PSA)
3 speech acts |
vocalization or word often accompanied by a gesture to comm intentions.
shift fom infants vocalizations to first words Include: Primative: requesting action protesting Direct Attention: labeling requesting answers calling Social: greeting Learning: practicing repeating |
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Halliday's Communicative Function
9 communicative functions |
communicative functions in toddlers as vocal getural adn verba; behaviors serve as comm purpose
goals and intentions overlapp with with those conveyed in PSA Include: Instrumental: satify their material needs Regulatory: attempt to control caregiver behavior in ways diectly affecting toddler Interactional: attempts to get caregivers attention Personal: feeling or emotions Heuristic: intended to diect attention of other to obtain info about shared reference Pragmatic: combo of exisiting Mathetic: learning about ones enviro informative: coveys info about objects nad events |
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Developing Dialogue
Topic Initaiation |
act of establishing a subject for a convo that a speaker is about to begin
develope as infant establish joint reference, through gaze, gestures, vocal Words: increase joint reference, can introduce objects that are absent |
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Develop Dialogue
Presupposition |
judge how much their listeners might know about the subject being introduced and adapt utterances accord
critical when subject not apperant Is challenged as toddlers bounderies abd recall expand |
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Develp Dialogue
Turn-Taking |
caregivers have provided children with cues from outset
initially toddler only has two tuens in convo end of second year turns will be few convois brief topics fleeting |
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Developing Dialogue
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topic Initiation
presupposition turn-taking |
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First words
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Outgrowth of the communicative skills
established through the gestures and vocalizations of the preceding 8-12 mon |
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When is it a word?
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8-16 months first appear
1. utterance occur with consistancy in a given context 2. have phonetic resemblance to the adult word |
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what do first words sound like?
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attepmts at single words or common phrases
subset of sounds produced in later babbling front consonants CV VC CVCV typically reduplicated syllables |
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First Lexicon
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The total words belonging to a given language
indicates the words in a persons vocab may only know words in a certain context |
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knowing a word
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Stages:
1. Referential sense: word stands for an object or event or relationship ex: "doggy" for pet, 2. extended sense: "doggy" stands for creature in neiboor 3. Relational sense: producing some words related by context ex: dog house, dog bark 3. Categoricalsense : child responds to similarities among classes of stimuli ex: understanding dogs are animals 4. Metalinguistic sense: evaluate each word as a stimulus ex: notice when words rhyme hot-dog |
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growth of lexicon
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expressive vocab 50 words by 18 mon
recepetive vocab > expressive |
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Classes of first words
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nouns 50% of utterances
common nouns-produce to a unique, individual item, not class Nominal Specfiic- mamma, daddy.... Action- go, ride, up, play Modifiers- big dirty yukky Personal Social- no, hi byebye Functional- what where for... |
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Why more nouns?
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Grounded meanings, more concrete?
• Nouns occur in final position, more conspicuous and perceptually salient • Higher frequency in adult talk to children |
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Meaning of First Word
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Nelsons classifications
Blooms classification categories on how word relate to objects opossed to entities |
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Nelsons Classification
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distinguished two broad classes of meaning in toddlers first words
Toddlers meanings either referential or expressive |
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Nelson
Referential Words Expressive words |
mostly nominals
personal social |
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Why this Referential-Expressive difference
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Differences in
– Language learning experience – Personality – Analytical - Holistic learning style – Differences in which parts of the brain doing the work |
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Bloom Classification
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responding to features and functions shared by other items
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Bloom
Substantive |
Labels referents- begin to reck there are more mommies but knowtheir own
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Bloom
Relational Words Action Location Atrribution |
Communicate abstract relations between objects
talk about action associated with object("throw" when throw ball) location or diectional movement of objects("up" while pointing to object) express individual characteristics(big, little, dirty) |
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Bloom
Reflective Relations Existence Nonexistence Disaperance recurrance |
ways in which objects relate to themselves
expressed in words that relate to object (this, that, wassat?) object not present where inticipates an object that was present disapears word indicates the object or duplicate has reappeared, saying "more" at snack time |
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Over/underextension
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Overextensions - broad reference
– Chaining – Wholistic – Underextensions - narrow reference |
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Overextension
Chaining |
When a word experience in one setting is
produced in a subsequent setting based on similar features » More prevalent during early stages of vocab development |
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Overextension
Wholistic |
When words are extended to items that share a
great number of semantic features |
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Theories of Conceptual Behavior
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responding to a variety of items that are related to some feature defining them as a class
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Clarks semantic feature Hypothesis
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concepts form around perceptual features: shapes, size, color
ex: child calls the the moon a bowl bc it is round and white like ceral bowl |
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Nelsons Functional core hypothesis
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concepts form based on basic use of the object
child calls a shovel a spoon bc it digs the dirt like he digs into cereal |
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Bowerman's Prototypical Complex
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concepts based on early experiences but shift with new experiences
ex: child calls a book a "box" bc of shape then later calls it a "door" bc the cover opens and closes |
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Transition From single word
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begin to combine words in two word utterances around 18mon
Characteristics: 2 true words • No pauses between words • Single intonational contour • Rising intonation • Falling intonation |
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Transition Utterances
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represent progression from single word utterance to multiword utterance
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Trans Utter
Dummy Forms Empty Forms |
adiitional sounds or syllables combined with reck word( e baby, u cup)
not reck words but combine with a true word(mama<didi>) |
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Trans Utter
Reduplication Pseudophrases |
repeated word, uttered with same intonational countour (carcar)
early approx of multiword through production fo two-word phrase (allgone, nomore) in which individual elements do not occur elsewhere |
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Trans Utter
successive single words utterances grouping patterns |
productions of individual words in succession with a pause inbetween
evidence of true word utterances produced with effort and hesitation |
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Two Word COmbinations
synataactic characteristics |
Based on Chomsky’s theory of relating
toddler grammars to adult grammars |
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Syntactic Chara
Telegraphic Speech |
Telegram-like 2 word combinations
– Contain content words (nouns, verbs, adjectives) – Delete function words (articles, conjunctions) Assumes toddlers have complete adult grammar but limits in motor co-ordination or memory shorten utterances |
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Syntact Charact
Pivot Grammer |
Content words based word position in the
toddler’s 2-word utterances: – Pivot words: small set of words occurring in certain position – Open words: larger set in any position Problem: Not all utterances fit the pattern exactly by retaining the expected position – Go me – Cookie more Most kids used Pivot - Pivot combinations – Example: More go!!! |
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Linear Syntactic Relationship
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Simple linear combination of
– a fixed function word with same meaning regardless of what follows (more, there) – followed by any other word (milk, cookie) Word order is only additive - add the two word meanings, but NO new meaning from combination – “more cookie” Problem: Linear syntax relations do not reflect that meaning is changed by the word combination |
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Semantic-Syntactic characteristics
Semantic-Syntactic Rules |
describes children early grammer, expressing meaning motivates for attempting to learn correct forms
Toddlers combine two words to change “compound” the meaning: 1+1= 2+ |
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Semantic-Syntact Charac
Case Frames Autoclitic Frames |
Browns Concept of the early consistent word orders used by children to express semantic relationships
Skinner concept of certain orders in verbal responses that express relationships amoung stimuli |
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Locative Action Relations
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involve objects changing locations(mommy do, doggie down)
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Locative state relations
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2-word utterances refect object in static spatial relations(baby chair, mommy bed)
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state relations
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status of object
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posession
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singling entitlement(daddy chair)
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Tools for learning Language
Evocative Uterances |
Toddler appears to make statement
– Reflects certainty & solid concept development with falling intonation – “That doggie” “misty outside ” Caregiver offers feedback – Confirm: “Oh, yep, that IS a doggie” – Correct: “No Nickie, that’s a kitty” – Confirm: “misty is outside” – Correct: “No, misty is inside |
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Tools for learning Language
hypothesis testing |
Toddler makes question-like statement
– Reflects uncertainty, loosely formed concept development & request for feedback – Rising intonation: “That doggie” Caregiver gives feedback – “Oh, yes, that’s a doggie” vs. “No, that’s a horse - giddiyup, giddiyup” Examples: “Big cat ” “Mine ball ” |
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Tools for larning language
Interrogative utterances |
Interrogative Utterances
Toddler questions - requests label name with rising intonation – “Wassit? ” – “Wassat? ” – “Dat? ” – “Dis? ” More frequent 12-24 months Caregiver labels in response: “That’s a dog |
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Tools for learing language
Selective imitation |
Toddler imitates portion of caregiver’s
previous utterance in child’s next several utterances Increases 12-24 months Familiar, conspicuous words Grammatical forms child is learning Focus vs. Substitution Operations – “Go Bed” vs. “Go Bath |
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input modelsand child-directed speech
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model: Any behavior produced by caregiver that a
child is aware of & provides an opportunity to be imitated Models should be appropriate to the child’s developmental levels CDS: Perceptual salient:Higher pitch Exaggerated intonation Slower rate – Distinct pauses between utterances – Prolong final syllable Few spoken errors Contextually redundant: Here and now” joint attention Verbally redirect child’s attention Linguistically simple: Simple grammatical forms Short utterance length Simple until 24-27 months Lexical redundancy restrict vocab to concrete terms, repeat key words, subsitute alternate forms |
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Cargivers tools
prompts turnabouts |
utterances that stimulate responses from their children to continue verbal exchange,
various comments and questions that follow to maintain the interaction, keep interaction moving |
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Caregiver tools
Elicited imitations Fill-in confirmation yes/no questions wh-constituents questions open-ended questions |
"say firecracker" imitate the word modeled by caregiver
This is a ___ allows child to complete a statement by supplying the correct word requires simple no or yes used to provoke specific infoin childs response "what do dogs say?" allows for a variety of info to be included in response"what happens when there is a fire?" |
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Caregiver tools
contingents queries coversational repairs |
specific and nonspecific questions that request information, confirmation, clarification
devices used to clarify messages within a convo |
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Contingency
Imitation Expansion Extension |
repeat childs utterance, freq repeated by child, act to confirm utterance is heard, confirms that was worth repeating
reproduce childs utterance but also add serval grammatical additions, "bird fly"....."thats right, the bird is flying" respond with additional semantic info related to topic "bird flying"....birds have wings to fly |
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Private and Socialized Speech
Monologues affective expressive monologues Collective monologue Associated monologues |
private speech when child talks to themselve, qualify as convo bc expand on previous utterances and successive utterances
talk to themselves to express emotions "i love mommy, mmommy hugs. I love daddy" socialized mode of conversation, occurs when children playing in each other presence....content of utterances are independent characterized by preschoolers contribute individual monologues related to the same topic |
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socialized speech
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addresses their partners utterances and begint o show concern fo actual transmission of info
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Semantic Dev
word meaning |
Relationships between words
First words – Simply associations between events or objects in the world around them • Later words – Symbolic • Absence of referent - the words themselves carry meaning |
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Sem Dev
vocab development |
1st words
– 12 months • 50 words – 18 months – Two word combinations!!! • 18-24 months – 50 to 200-300 words 3 yr olds – 900-1000 • 5 year olds – 2100-2200 words • 6 years of age – 14,000 – (learn on average 9 new words a day) |
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Sem Dev
Fast Mapping Extended Mapping |
first stage of word learning children associate a word and its reference after initisl exposure
second stage is a prolonged process of modifying word meaning witha additional experiences following inital fast mapping |
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Lexical Learning Principles
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principle of reference- children assume that words refer to objects, events, and attributes around them
principle of extendiblity- generalize a new word to other similar objects wholeobject-assume new name applies to to a category for which they do not know name for |
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Creative vocabulary
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words preschoolers produce to sill the void of words they do not know
"dig-spoon" shovel |
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Development of Relational terms
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relational terms: used to describe relationships,size, color location
terms that are critical for understanding day to day activities cause difficulty be: such terms do not refer to properties that are all or none children will disagree on whose daddy is the biggest |
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Dimensional Words
unmarked Marked |
words that are adjectives pairs used to indicate the various dimensions of objects big/little, high/low
positive end: that shelf is 9 feet HIGH negative end: That shelf is 2 feet LOW preschoolers tend to learn positive unmarked sooner, refect the presence of dimension |
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color words
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By about 4-5 preschools should be able to name blue,
green, yellow, and red • But appears to be only a very basic understanding of the concept of color |
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spatial words
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By 4, children should know in,inside, on, and under
– Not until 5 do we see kids understanding next to, in front of, behind |
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Kinship words
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terms can be confusing for young preschoolers,
developed through that relate most directly to preschooler mom, dad, sister brother son, daughter, grandmom-dad next to develope third is uncle, aunt, niece, cousin....not until 10 yrs that all terms are understood |
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Temporal Words
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how events relate to each other over time
Duration, order, or sequence – Preschoolers master order words first, then words such as since and until learned much later – 5 year olds will understand • While and at the same time. |
