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126 Cards in this Set
- Front
- Back
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In the Pre-milestones stages, what types of reflexive noises are shown at 0-8 weeks? |
Different types of reflexive noises and crying to signal discomfort, hunger and pain etc. Develops idea of turn-taking. |
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In the 8-20 weeks stage, how does cooing help to improve language acquisition? |
Cooing develops voice control, and improves vowels and begins to combine with soft consonants. |
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What does Verbal Scribbling mean in the 20-50 weeks stage? |
Babies experiment with pitch, tone, volume. They develop Nasal sounds 'mmmmmm' They combine their vowels, 'oooeeeaaa' |
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What does the Babbling stage entail? |
Sounds less varied, Babies develop plosive sounds (consonants), Development of Paralinguistic features ( facial expressions, gestures, eye contact). |
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At 9-18 months Melodic Utterances are introduced, what was this influenced by? |
Melodic Utterances were influenced by the mother tongue, sounds had a melody and rhythm. |
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At age 12-18 months, what did words often link to? |
The everyday and the child themselves (ego- centric) |
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At around 18 months, How did Grammar develop? |
The use of verbs were introduced, the correct syntax was introduced, the use of prepositions 'here', pronouns 'he' 'she',and possession 'my'. |
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At around 18 months, How did Semantics develop? |
Children now know the meanings of the words they use and many they cannot use. |
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What age group are the children in the Telegraphic stage? |
2 - 2 + a half years. |
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What is introduced in the Telegraphic stage? |
Use of sentences, Questions, Commands and understanding of sentence function. |
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What is omitted in the Telegraphic stage? |
Non-Lexical words 'and', 'but', 'if' as well as Auxiliaries and suffixes. |
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At 3-5 years in the 4th stage of language acquisition how are children developing lexically? |
Can now use modal verbs, Can explain using adjectives and adverbs, they understand abstract nouns (understand the world beyond themselves), and have a 10,000 word vocabulary. |
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At 3-5 years in the 4th stage of language acquisition how are children developing grammatically? |
They are now able to form questions, Replace imperatives with interrogatives, the Dreaded w's. |
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In the 4th stage of language acquisition how do children develop semantically? |
They can now imply meaning in their language. |
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Who and What is involved in the behaviourist theory? |
Skinner and Operant conditioning and imitation. |
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Who and what is involved in the Development theory? |
Vygotsky and the development theory stresses the fundamental role of social interaction in the development of cognition (meaning). |
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Who and what is involved in the Naturist theory? |
Chomsky and the LAD and the idea that all children are born with the fundamental principles of Grammar. |
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Who and what is involved in the constructivism theory? |
Piaget and the idea that knowledge is acquired through experience and action and that the language is only acquired as it is necessary for survival. |
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In terms of Phonology, why can children aged 1 only pronounce a handful of the words they know correctly? |
At this stage they have not fully developed consonant sounds, consonant/vowel blend or consonant blends. |
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What is Berko and Brown's 'fis' phenomenon? |
The child will hear themselves saying fish although we hear fis, the child cannot physically pronounce the consonant blend and gets frustrated because they know they are correct and believe the adult is an idiot. |
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At age 2-3 years, give examples of blends that are avoided. |
Sky, Play, -gy, -pey |
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What sounds are made at this age? |
Neighbouring sounds like lellow instead of yellow, gog instead dog. Mouth movement for the correct version is too difficult. |
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What is Reduplication? |
Occurs at age 2, 'bottle' becomes 'bu bu' 'Water' becomes 'wo-wo' David Crystal suggests it is so that children can learn words bit by bit. |
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What do children sometimes do when pronouncing words during play? |
Word 'pen' becomes 'pin' 'pun' 'pan' 'em' Children pronounce words in many different ways during play because they can. |
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How have children phonologically progressed by age 3? |
They can use all vowels and half of consonants, They can use words with three syllables, They are able to emphasise and stress key words. |
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What is one of the last things children struggle with phonologically? |
Consonant Clusters. |
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In terms of Semantics, What is Overextension? and what age does it occur? |
Expanding the meaning, e.g: Child learns that a dog has four legs so everything with four legs is a dog. It occurs at 12-24 months. |
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How did children struggle with past tense? |
Everything in past tense ends in 'ed' such as 'eat' becomes 'eated' |
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What is Under-extension? |
Contracting the meaning, e.g: If a child is told that the have shoes on their foot then only their shoes are shoes, everyone else's shoes aren't shoes. |
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What is Mismatch? |
seemingly unrelated meaning , like calling a telephone a tractor. |
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Why does Mismatch occur? |
Children actively negotiate word usage through trial and error as they are still developing conceptual understanding. |
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What happens when parents hypercorrect their child? |
They correct a child too much = a stop in their development. |
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Why are children 2-5 years often hidden when it comes to semantic understanding? |
They only understand literal meaning and do not understand the subtleties, e.g: "are you sharing that chocolate?" has subtle meaning of "please can i have some?" but child does not recognise that. |
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How do children develop in their understanding of the context? |
They begin to understand that we have different names for different things, 'Mum' 'Wife' 'Darling'. Child learns that Mum can be 'wife' and can understand the distinctions between the two words. |
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Grammatically, at age 2-3 what do children start to learn? |
Non lexical words like 'and' and 'but', start to learn inflections/word endings, start to use clauses and link 'the' with co-ordinater 'and' which is always first. |
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How do children struggle with the word 'because'? |
Children are sorting through the grammatical problem of the cause and effect of 'because'. Sentences often look like " I've got one fish left because his name is bill'. |
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What other grammatical issues do children have at age 3? |
Using irregular past tense "brokened", Comparative/ superlative "That is more better", They mix up pronouns "The girl fell over and hurt herself on a chair and it was bleeding." They also mix up prepositions "Im bored at playing." |
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How do children improve from the age of 6-7? |
Children start to create more subtle sentence structures = 'That cake looks nice' = "i want some of that cake" PRAGMATIC TOO. |
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At age 7 what can children understand grammatically? |
The difference between active and passive sentences, they recast adult talk to suit themselves : Adult: 'I can see three cars" Child: 'I see three cars" |
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What can a child do with their language at the Sensor-motor stage of Piaget's theory? |
At age 0-2 years a baby can differentiate from itself and objects. |
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What can a child do in the Pre-operational stage of Piaget's theory? |
At age 2-7 years old the child can classify objects as a single feature. For example, can pick out a yellow brick from a pile of different coloured bricks. Child still thinks egocentrically. |
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At 7-11 years what does the Concrete Operational mean children can do? |
Child can think logically about objects and events and achieve conservation of number. |
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At 11+ years what do children develop in the Formal Operational Stage? |
They become concerned with the hypothetical (supposed), the future and ideological problems in society. |
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How does Operant Conditioning develop language development according to Skinner? |
Through Operant Conditioning children receive rewards for using language functionally. Behaviour like this which is reinforced tends to be repeated. Allowing the child to repeat the correct language, furthering development. |
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Why does Skinner believe that parents language have a significant impact on the development of their child's language? |
He believes that children imitate accent and dialect. He also believes that children learn politeness and pragmatics in language through repeating the language heard around them. |
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What does Noam Chomsky believe in terms of UNIVERSAL GRAMMAR? |
Chomsky believes that while lang share differences, it is more than a coincidence that the majority of human languages share similar rules and patterns. He believes that the human brain comes into the world with a pre-determined set of rules for how language works despite environmental influences. |
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What are John Dore's 8 pragmatic functions? |
Practicing, Labelling, Repeating, Answering, Requesting Action ( "Read book!"), Calling, Greeting, Protesting. |
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What does Calling involve? |
Attracting attention, e.g: "Look I Spiderman!" |
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What rhyme can i use to remember the 8 pragmatic functions? |
Phoebe Loves Running And Racing And Creating Golf Parks. |
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What is Ursula Bellugi's first stage of forming pronouns? |
Children use their own name, "Katherine Play" |
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What is stage two of forming pronouns? |
Recognising "I", and "me". |
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What is stage three of forming pronouns? |
Uses pronouns according to whether they are the object or subject. e.g: " I play with the toys." |
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What is Bellugi's first stage of forming negatives? |
No is put at the start and end of a sentence. "No shoes" or " No sit there" |
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What is her second and third stage of forming negatives? |
Second- NO is put in the middle of the sentence, occasionally verbs like "can't" and "don't " are used. Third- Accuracy and precision are used within a range of negative words, Tenses begin to be learnt. ( I won't wear shoes) (You can't sit there). |
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What is Bellugi's 3 stages of forming questions? |
Stage 1- Use of intonation Stage 2- Use of question words (what, where, why) Stage 3- Changing the syntax to create more detailed questions? |
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What does Michael Halliday involve in his Instrumental stage? |
Lang is used to fulfil the child's needs. First words are concrete nouns They are concerned with obtaining food, drink, comfort etc. |
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What does Michael Halliday involve in his Regulatory Stage? |
Lang is used to influence the behaviour of others. Persuading, Commanding, Requesting other people to do as they want. |
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What does Michael Halliday involve in his interactional stage? |
Lang is used to develop social relationships and case interaction. Phatic talk. e.g: love you, daddy, thank you. |
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What does Michael Halliday involve in his personal stage? |
Lang is used to express personal preferences / speakers identity. Conveys attitudes and expresses feelings e.g: me good girl |
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What does Michael Halliday involve in his Informative stage? |
Used to communicate info Mainly to relay or request info. |
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What does Michael Halliday involve in his Heuristic stage? |
Used to learn and explore environment Qs and As or running commentary on child's actions. |
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What does Michael Halliday involve in his Imaginative stage? |
Used to explore imagination Accompanies play / leisure activities. |
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What is the rhyme used to remember Halliday's stages of language? |
Instruments Regularly Interact (with people on a ...) Personal (level) (and please..) Inform Heuristic (minds that their) Imagination (can run wild). |
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What does Berko and Brown's Fis phenomenon imply? |
Implies that children know the exact sound of the word but struggle to pronounce it and that children know a lot more than they can produce vocally. |
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What is Roger Brown's 5 stages of development based on? |
The amount of morphemes a child can produce in an utterance. |
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What can/can't a child produce at stage 1 from 12-26 months? |
Children can connect subjects to objects/actions 'Dad Box" NO used for Negation Conjunctions not used. |
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What can/can't a child produce at stage 2 from 27-30 months? |
"Gonna" and "wanna" begin to be used "Don't" and "Can't" are used. Prepositions used Regular plurals and the irregular past ones used. |
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What can/can't a child produce at stage 3 from 31-34 months? |
Declarative and Interrogative sentences Auxiliary verbs Conjunctions "if" "but" "so" "or" emerge. |
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What can/can't a child produce at stage 4 from 35-40 months? |
Auxiliary verbs appear in negative sentences. "Isn't" "Aren't" "Doesn't" "Didn't" Child questions using why |
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What can/can't a child produce at stage 5 from 41-46 months? |
"wouldn't" "wasn't" "couldn't" Third person easily used. Tag questions used. |
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What is a Proto-word? |
Invented word that has a consistent meaning with the child and carers. |
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What is a Holophrase? |
Where one word contains an entire sentence meaning. |
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Which word classes usually associated with Early Vocabulary? |
Nouns, Verbs, Adjectives |
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What is a static verb? |
A verb that describes a state- "hear" "i know" "I adore" |
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What is a Dynamic verb? |
A type of verb which expresses activities and changes of state "eat" "beg" "whisper" |
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What is an Auxiliary verb? |
Auxiliary verbs clarify the information, "I am leaving" "be, do, have are the most common. "She has arrived" "Do you smoke?" |
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What is Deixis? |
Lexical items that 'point' towards something and place words in context. "'Mel, what do you have there? "What we've got here is a failure to communicate." |
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Which type of words are acquired later in development? |
Function words (determiners etc.) |
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Name the 5 types of determiners? |
Articles "the", Numerals "one", Possessives "my", Qualifiers "some", Demonstratives "this" |
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What do syntactical advances allow children to do? |
Order words into phrases and clauses, Make different types of utterances (simple,complex, compound) |
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What is Inflectional Morphology? |
Adding inflections to words to create tense, mark distinctions, between adjectives, show possession and make plurals. |
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What is Derivational Morphology? |
Adding prefixes and suffixes to make up words and to convert words from one word class to another. |
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What did Alan Cruttenden find in his research? |
He found that Adults can successfully predict winners of football scores through the intonation placed on the first team but children less accurate. Through the disciplinary 'NO' children can see facial expressions and body language but they do not see that with the football scores. |
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What does E.Lenneberg suggest about language development? |
He believed that children have a limited time period to acquire language (first few years of life) After this period language development is much harder and sometimes impossible. |
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How did Jerome Bruner believe children would learn? |
Through the input of their parents and carers correcting and supporting their development. Through 4 stages: 1. Attention 2. Query 3.Label 4. Feedback |
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What did Bruner mean by the term 'Scaffolding'? |
Refers to the ways adults help children advance cognitively. Once the child can support themselves independently - scaffolding no longer required. |
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What are the Grammatical features used in Caretaker language? |
Use of Simpler constructions, frequent imperatives, High degree of repetition (helps child understand and pay attention), frequent use of Q's (increases child's understanding of Auxiliary verbs), One word utterances, Repeated sentence frames "that's a...", Simple sentences (less complex and passive.), Omission of the past tense, |
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What are the Pragmatic features used in Caretaker language? |
Gestures and warm body language, Fewer utterances per turn (turn-taking - allowing child to respond), Supportive language (recasting), Expansion ("Are you playing with the doggie?"). |
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What features of Lexis are used in Caretaker language? |
Simple, more restricted vocab (language more accessible to child.), Mono/Duo syllabic words "doggie", "beddie-by" (Diminuitive forms), Concrete language (often refers to objects in the child's environment, "put this here" "put teddy on the chair" |
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What features of Phonology are used in Caretaker language? |
Use of slower and clearer pronunciation, More pauses between phrases and sentences (introduces rules of conversation) Higher pitch (grabs attention + encourages listening), Speak slowly, exaggerated sing-song intonation, |
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Who's theory is Caretaker Language? |
Elissa Newport. |
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How do parents help their children to read very early in their development? |
They are read aloud too. |
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What can children do whilst reading from 6-12 months? |
Recognise familiar objects in pictures, Can turn pages with help, can pat pictures, Prefer pictures of faces. |
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How have children developed by 12-18 months? |
They can carry and hold their book, They can turn pages, They can point to and name objects, They learn that words have meaning, Ask for it to be read aloud. |
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How have children developed by 18-24 months? |
They can fill in words, read aloud, recite passages, Learn that print is symbolic, their attention span will fluctuate. |
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How have children developed by 24-36 months? |
The idea of the plot emerges, The learn to turn the paper pages, they search for their favourite pictures, 'read' to themselves, co-ordinates text with picture, protests when the adult gets the word wrong, recites phrases and may recite stories. |
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How has the child developed by 3-4 years? |
The plot becomes more important, enjoy reading the same books, listen to longer books, retell familiar stories, 'Writes' name, learns letter recognition, Turns pages 1 at a time. |
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What features of writing did children show in the Pre-phonemic stage? |
1.Random scribbling > 2. Controlled scribbling > 3. Circular scribbling > 4. Drawing > 5. Mock letters (symbols or advanced scribbles) >6. Letter strings > 7. Separated letter strings ( resemble words). |
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How do children progress into the Early Phonemic stage? |
8. Picture labelling > 9. awareness of environmental print ( copy well know labels ), > 10. Transitional stage spelling ( first letter of the word is used to represent word) IWTNHM ( i went to natural history museum. |
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How do children develop before the transitional stage spelling? |
Children use 11. Letter-names strings, Where the beginnings and endings of words are used to represent the word (vowels are omitted) example a picture of a cat with the letter string "C.T" next to it. |
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What features of writing are shown in the Transitional stage? |
12> Medial sound is consonant only "GRS" 13> Medial sound is in the correct position however the vowel is wrong. "GRES" 14 > Child writes the beginning, medial and ending letters, "I LIK TO PIK FLRS" 15> Phrase writing develops " RABIT IN THE SUN" 16> Sentence writing develops "THIS PUMPKIN IS MIN". |
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What is the final stage of writing development? |
The conventional writing stage where Transitional spelling is replaced by full correct spelling of words. |
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What were the 7 stages of writing development according to BARCLAY? |
1. Scribbling 2. Mock handwriting 3. Mock letters 4. Conventional letters (uses initial consonants to represent words) 5. Invented Spelling (spelt phonetically) 6. Appropriate Spelling 7. Correct Spelling |
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Why is scribbling an important feature of children's development? |
It teaches the child the skill of holding a pen/ pencil. |
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What sorts of things should you look out for when analysing a child's written language ? |
A sense of authorship, Missing out letters (control?), Spaces between scribbles (does this show words?), Writing is left to right (sense of directionality), any back to front letters? ( lack of control), Pictures, Capital/lower case, Syntax problems, Missing consonant clusters, Cursive? |
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What is the concept of Emergent writing? |
When a child begins to write they begin with scribbles. As they progress letter formations begin to appear alongside the development of their fine motor skills (movement of wrist, hands etc.) |
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What is an ascender and a descender? |
Ascender - 'h' typographical - letter goes above the line. Descender - 'j' typographical - letter goes below the line. |
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What skills are involved in the process of writing? |
Holding + controlling the pen, Knowledge of letter formation and how to form them, Cursive writing, Knowing words before writing them, Understanding the rules of space between words and letters, Writing Left to Right |
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What other skills are involved in the process of writing? |
Correct spelling of words, Applying principles of sentence construction, Applying principles of conventions of punctuation, learning to write for forms and genres, using skills of reading to monitor and correct writing. |
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What was Katherine Perea's theory on Writing classification? |
She believed that writing should be classified into Chronological and Non-Chronological. Chronological - relying on action words and linking ideas with connectives NonChronological - relying on logical connections between ideas. |
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What was Britton's first mode of writing used by school children and what were it's features? |
Expressive- resembles speech, uses first person, content is based on personal preferences. |
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What was Britton's second mode of writing used by children and what were it's features? |
Poetic- includes phonological features like - rhyme, rhythm, alliteration, Descriptive devices like adjectives and similes. |
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What was Britton's third mode of writing used by children and what were it's features? |
Transactional around age 10-12, Style of academic essays, more impersonal style and tone, use of third person, formal sentence structures, graphological features used to signpost sections and ideas, Chronological structure. |
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What did Kroll's Preparation stage from 18 months include in terms of writing development? |
Basic motor skills developed, Children began to learn the basics of spelling. |
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What did Kroll's Consolidation stage from 6-8 yrs include in terms of writing development? |
Children write the way they speak, Colloquialisms, Familiar conjunctions like 'and', Short declarative statements, begin to express ideas in the form of sentences however w/o much punctuation. |
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What did Kroll's Differentiation stage from 8-mid teens yrs include in terms of writing development?
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Children more aware of difference between spoken and written language, Begin to understand different genres (letters/stories), Begin to structure work, Use more complex grammar/ sentence structures, Punctuation consistent. |
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What did Kroll's Integration stage from mid teens upwards include in terms of writing development?
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More accuracy in writing, wider vocabulary, accurate spelling, Child understands that writing style can change due to audience and purpose, Narrative and descriptive skills improve, develop a personal writing style, Expand their stories (plot, setting, characters) |
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What features were involved in Rothery's observation/comment category for evaluating children's writing? |
Writer makes an observation and follows with an evaluative comment ( or is mixed in with observation). "The tree is tall and reaches the top of the skyscraper or The tree is so tall it reaches the top.." |
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What features were involved in the Recount stage? |
A chronological sequence of events, e.g: recount of a school trip: Orientation ( sets scene) - Event - Reorientation (completes writing) |
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What features were involved in the Report stage? |
Factual and objective description of events : tends not to be chronological. |
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What features are involved in the Narrative stage? |
A story genre where the scene is set for different events to occur and be recorded at the end. Orientation- Complication- Resolution- Coda (identifies point of story) |
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RECAP: What was Jean Aitchison's main ideas about language development? |
She believed that once children expand their vocabulary they will use network building to sort the words. |
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What are the three stages of language development for Jean Aitchison? |
Labelling ( shows understanding that objects can be labelled), Packaging ( Exploring what labels can apply to - Where Over/Under extension occurs. Network Building - Making connections between words - understanding similarities and opposites in meaning. |
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RECAP ON Phonological development: What is cluster reduction? |
Where a child will drop one of the consonant cluster's in their language to simplify complex language that they can't understand "green becomes geen." |
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What does the term Elided mean? |
To omit (leave out) a sound or syllable when speaking. |
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What is the phonics approach to teaching reading? |
Involves looking at letters and letter combinations in terms of sounds - It means children can sound out unfamiliar words. |
