Transcript PRESCHOOLERS: PRAGMATIC AND SEMANTIC DEVELOPMENT

PRESCHOOLERS: PRAGMATIC AND
SEMANTIC DEVELOPMENT (2-5
years)
I. DEVELOPMENTAL
MILESTONES**
• A. Cognitive Development
• 24 mos—follows simple verbal commands
• 27 mos—points to and names familiar
pictures
• 36 months—gives “two” objects on
request
B. Social Development**
• 27 mos—communicates desire and
orders others around
• 30 mos—demands caregiver’s
attention, throws tantrums when
needs are not understood
C. Motor Development**
• 27 mos—walks up and down
stairs, does not alternate feet
• 36 mos—constructs a tower
of 7-8 blocks
• 39 mos—dresses and
undressses self
II. SEMANTIC DEVELOPMENT**
• A. Introduction
• Semantic development is closely related to
development in motor, social, and cognitive
abilities
• The better a child’s abilities in those areas,
the more language he receives and
practices
Preschoolers’ vocabularies grow
fast:**
• 18-24 months: expressive vocab goes
from 50 to 200-300 words
• By 36 mos of age, children will have
expressive vocabularies of 900-1,000
words
• At 5 years, by kindergarten, they should
be using 2,100-2,200 words
By 6 years of age…**
• Many children have receptive
vocabularies of up to 14,000 words
Montgomery 2011:
B. Word Learning**
• Fast mapping —a hypothetical process
where children associate a word and its
referent after the first or initial exposure
• Extended mapping —new words are
gradually expanded and modified as
additional experiences become available
For example:**
• A child might learn the word “horse” when
he goes on a merry-go-round with his dad
• Then, he extends his understanding as he
sees horses in pastures and reads about
them in books
Extended mapping “behind” for a
4-year old with LI:
Children learn new words more quickly
when these words…**
• Are composed of phonemes that the child
can produce (“cow” vs. “synthesize”)
• Are object words as opposed to action
words
• Are reduplicated syllables (mama)
We can help children learn new
words faster by:
For example, let’s say you want to teach
“pig;” you’d want to make sure it was the
only new word in that context**
C. Dimensional Words**
• These words are adjective pairs that
indicate dimensions of objects
• E.g., big/little, wide/narrow
• Usually, big/little is the first pair to be
mastered (3 yrs.)
D. Development of Relational
Terms**
• These terms express relationships in domains
such as color, location, size, family roles, and
temporal sequences
• These terms can be hard because they are often
relative
• For example, whose mom is the skinniest? Whose
dad is the tallest?
E. Color Words**
• By 4-5 years old,
most
preschoolers
can name blue,
red, yellow
• More subtle
color shades are
acquired later
F. Spatial Words
G. Kinship Words**
• The first ones to develop usually
refer to immediate family—mother,
father, sister, brother
• Then, children gradually learn
other layers of relatives
H. Temporal Words
• These refer to how things are related to each
other in time
• 1.
• 2.
• 3.
III. PRAGMATIC
DEVELOPMENT
• A. Introduction
• For optimal development of pragmatic
skills, children need both varied and routine
experiences
B. Private and Socialized Speech
•
C. Discourse Skills**
• Discourse, or
conversation, is a series
of consecutive
utterances shared by at
least 2 people
• Cohesion refers to the
relatedness of
successive utterances
in discourse
D. Play Behavior**
• In symbolic play, the child allows one thing to
represent another
• A kleenex may represent a doll’s blanket
• For example, a stick may represent a gun
• Symbolic play is closely associated to the
development of words, which are symbols
which stand for things
In solitary play…**
• Child plays
independently,
even if other
children are
present
In parallel play…
In cooperative play…
Dore’s Conversational Acts**
• Page 273 to the middle of p. 275 are
not on the test
• Begin reading at the heading
“Discourse Skills—the
Conversational Game”
• **d. Style shifting —this aspect of
presupposition involves having the
speaker modify how something is said
based on the status of the listener
• Preschoolers as young as 3 years of age
can use please, could you, would you.
E. Preschoolers’ Storytelling
• **The setting provides the context and
characters
• The goal provides the characters’
motivation
• The episode describes the events
related to the goal
• The outcome provides the conclusion
and states whether or not the goal was
attained
F. Narrative Levels**
• PRIMITIVE NARRATIVES/CENTERING—4
yrs.—there is an identifiable theme and
elements are conceptually related to the core
topic (p. 286)
• 
• SEQUENCES/CHAINING—3 yrs.—elements of
story are related to a central topic, but are not
necessarily chronologically sequenced (p.
286)
• 
• HEAPS—30 mos.—collections of unrelated
utterances (p. 285)
G. Behaviors that contribute to cohesion:
• 1.
2. Presupposition
Presuppositional skills include use
of:**
• a. Anaphoric reference, or the role
pronouns play in referring back to
words that occurred just prior to them
• My mom called, and she asked me to
come home.
• I saw Jason, and he said to tell you hello.
Because of anaphoric reference, you
would not say things like:**
• “The Avengers
movie was
awesome, and I’m
so glad I got to see
this movie.”
• Scarlett Johanssen
was amazing, and
Scarlett is such a
good actress.”
• b.
• c.
3. Turntaking**
• Some researchers say that even
preschoolers rarely interrupt their
partners because they are sensitive to the
need for turntaking during conversation
• 2-3 year olds typically have 1-2 turns per
topic
• Older preschoolers may have up to 5
turns per topic
4. Topic maintenance
Aspects of topic maintenance
include:
• a.
IV. SOCIAL SKILLS
TRAINING**
• ASHA Schools Conference 2012:
Pamela Wiley
• Said we need to begin early—even in
preschool
• Problems in social skills can lead to
negative consequences that can last
a lifetime
Wiley 2012—possible consequences
of poor social skills:
Wiley 2012—Skill steps:
V. EMERGENT LITERACY**
• One way to enhance preschoolers’ emergent
literacy skills is through print referencing
• This occurs when an adult uses verbal and
nonverbal cues to direct a child to the
features of written language during shared
storybook reading
When adults are reading with children,
they can:
• 1.
• 2.
• 3.
If young children are fairly hyper and
don’t sit well during book reading:**
• Be exciting and dramatic when you
read—use different funny voices
• Use books with manipulable parts like
flaps, buttons
• Short books that have lots of pictures
The iPad can work well…***
• Some apps are very engaging and
interactive
• I have successfully used these in my
job in the schools with ages 3-18
years
• The Tale of Peter Rabbit, Miss
Spider’s Tea Party
According to Hulit et al. 2011:
Bliss, McCabe, & Mahecha 2001:
Turnbull & Justice 2012 describe
print awareness:
• 1.
• 2.
• 3.
• 4.
Research has shown that…