Child is moving from ____ utterances with approximately _____ word expressive vocabularies
1 to 2 utterances; 50 word
Semantic- syntactic
- Bloom and Lahey described this concept
- combining phrases into 2 word phrases
-describe according to meaning of the utterance (semantic) and the word order of the utterance (syntactic).
Word order
is followed by child to convey meaning
Brown's Two Word Semantic Rules
Agent +action & +object
Action +object
Entity +attribute
Possessor + possession
Recurrence
nonexistence
demonstrative +entity
entity +attribute
entity +locative
action +locative
Telegraphic Speech
child employs predominately open class/content words
Open-class content words
words that contain salient features
Open class content includes
nouns/ pronouns, verbs (action), and adjectives (description)
Closed class or function words
omitted in telegraphic speech
Closed class or function words include:
1. Prepositions
2. Conjunctions
3. Articles
4. Advanced Pronouns
5. Auxiliaries and copulas
Exception to closed class
Words that are highly stressed in by adults and perceptual more salient
Certain topics
seem to prevail -possession location and reoccurrence
Between 2 and 3 years
-a child vocabulary expands expeditiously
-Starting to understand and categorize simple groups (foods, animals, toys). (foods, animals, toys).
-Starts using beginning interrogatives using "what" and "where"
Yes/No questions are starting with a rise of inf
Halliday
#NAME?
Halliday's Pragmatic Functions
7 functions
Instrumental, Regulatory, Interactional, Personal,Imaginative, Heuristic, Informative
Cognitive Development
�Starting to predict routines and will try to influence the outcomes (nap time, bed time...)
�Start imitating adult behaviors such as housework, "reading", dancing...
�Begin to develop self -help skills such as toileting, using fork/spoon, dressing...
�Gr
Physical Development
�Super locomotive skills include running, two feet walking, stairs up and down, climbing...
�Fine motor develops with smaller toy manipulations, coloring, eating with utensils...
Instrumental
child attempts to satisfy needs and wants
Regulatory
child attempts to control the behavior of others
Interactional
child attempts to participate in conversation/discourse
Personal
Child expresses individuality or gives personal feelings/opinions.
Imaginative
Create an imaginary world and may be seen in play predominantly (e.g. 'me shopkeeper')
Heuristic
child asks for information. Includes questions
Informative
child shares/provides information
More areas of early childhood pragmatic development
1. Request for clarification
2. Topic Introduction, Maintenance and Closure
3. Contingency
4Shading
Shading
part of the information is related to last utterance yet enough information is brought in that the rest of the topic changes
Directives, requests, imperatives
#NAME?
Request for clarification
(contingent queries)
oOften in the form of "what", "huh", "what you mean"?"
oAdults use the contingent queries with young children than vice versa
oYoung children initially clarify with a direct repetition instead of rewording
Topic Introduction, Maintenance and Closure
oInitially have difficulty maintaining a topic past several conversational turns. Toddlers are able to maintain 2-5 turn takes
o
Better at initiating topics then maintaining topics
Contingency
ability to relate one's uttrnace to the partner's previous utterance
Presuppositional Skills
to start adequately convey messages and considers the needs of the listener, they must possess
Defintion of Presuppositional Skills
child starts to understand that certain information is assumed (understood) by the listener and does not need to be recommunicated.
Deixis
skill used to direct attention, referencing and spatial placement.
Early Language Learning Strategies include:
Evocative utterance, Hypothesis testing, interrogative utterances, selective imitation, yet
Ellipis
oomitting redundant information... ability to leave out information that is already understood.
What are you doing? "Drawing
Interrogative utterances
child uses a question to obtain information
Presupposing too much
-results in listeners confusion and excessive results for clarification
-video observation -->phonology: intelligibility, error patterns
Passsive Learning Strategies
Bootstrapping, Plausible event strategy, Rote Learning
Evocative utterances
-child labels and the adult gives feedback so the child keeps the label or discards it based on this feedback
-The amount of feedback is linked to the child's vocabulary size.
Child calls a buffalo a cow and parent might confirm.
Child uses big/tall and p
Hypothesis testing
-more direct. Child rise in inflection to test if his hypothesis about something is correct
-Child hears car pull up and says, "Daddy?
Relational Terms
Children start to add more language in the area of content as they start understanding the concepts which underlie the terms.
Selective imitation
children do not imitate everything. They appear to select what they will imitate
oVaries from child to child.
oSome argue imitation skills are inadequate to explain development.
Unlike language development. Imitation is non-progressive.
Yet
imitation is a skill of communication - gestural, direct sound and word, on request, spontaneous, one to multi-word, delayed.
Imitation decreases as the child's language become more complex
Temporal Terms
temporal refers to the order, duration and concurrence of events
-Includes words such as: before, after, yesterday, tomorrow, since, while, during
Bootstrapping
child learns knowledge in one area to enlighten knowledge in another area
Bootstrapping may use
-semantics to understand grammar
That daddy's. give it to him. The child already understands the semantics of the word "daddy". This knowledge in the new knowledge of the pronoun, "him".
-The knowledge of semantics with context may help with unfamiliar me
Plausible event strategy
Comprehension grows by knowledge of routines and context
Child hears, "Wash your hands" and understands that it is dinner time.
Rote Learning
child learns words by imitation rote sequences
-Counting, Poems, Ready, set ..., Songs, Alphabet...
Preschool through early Elementary Learning includes
Relational Terms
Interrogatives, Temporal Terms, Opposites, Locational Prepositions, Kinship terms
Locational Prepositions
prepositional use starts to grow as child learn spatial relations
Include words such as: under, by, behind, next to, in front of, over
Interrogatives
rapidly grown in ability to answer and ask questions
need to understand cause and effect to start to acquire "why', certain temporal concepts to acquire "when",Choice and exclusion to acquire "which
Kinship terms
more familial terms emerge as the child begins to understand relationships between family members
Opposites
start to emerge as children start to draw conclusions about same and different (vice versa) - antonyms
Includes concepts such as: hot/cold, heavy/light, empty/full, clean/dirty, big/little, tall/short, happy/sad...
Adults facilitate interaction with Specific Teaching Techniques
Prompting- fillins, elicited imitations questions
Consequating behaviors- imitation, expansions, chaining
Prompting
includes any parental behaviors that require a toddler's response
Elicited imitations
parents request an imitation
say bye-bye
Vertical Strategy
#NAME?
Fill-ins
More prompting may be employed for "no response" or "incorrect" answers
this is a ___
Extensions
Adult maintains the topic with semantic related information yet adds more information.
*Child: Make house.
Adult: Wow, that house is big!*
Questions
a. Asking the child a question. Where did you go today? Did you go to the park? What did you see?
Consequating behaviors
adult's behaviors that follow the child's utterance
Imitation
Adult's will imitate or repeat what the child says.
Child: I think my mommy here.
Adult: You think your mommy's here?
Expansions
Adult will lengthen the child's utterance yet maintain word order and the topic. (The child will often imitate part of the expansion.)
keep same topic and order
; statement form
*Child: Big cookie.
Adult: That big cookie is yummy.
Child: Big cookie yummy*
Chaining
Adult asks for clarification (contingent query) or confirmation to initiate turn-taking. This sets the stage for the child to take his turn in the dialogue.
*Adult: What do you want for breakfast?
Child: I want cereal.
Adult: You want cereal? How about Ra