PRESCHOOLERS:%20PRAGMATIC%20AND%20SEMANTIC%20DEVELOPMENT%20(2-5%20years)

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PRESCHOOLERS PRAGMATIC AND SEMANTIC DEVELOPMENT
(2-5 years)
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PowerPoint Outline

• I. Developmental Milestones
• II. Semantic Development
• III. Pragmatic Development
• IV. Social Skills Training
• V. Emergent Literacy
• VI. Successive Bilingual Acquisition
• VII. Language Development Delays

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I. DEVELOPMENTAL MILESTONES

• A. Cognitive Development
• 24 mosfollows simple verbal commands
• 27 mospoints to and names familiar pictures
• 36 monthsgives two objects on request

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B. Social Development

• 27 moscommunicates desire and orders others
  around
• 30 mosdemands caregivers attention, throws
  tantrums when needs are not understood

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C. Motor Development

• 3 yrswalk on flat surfaces
• 3 yrsruns well and climbs stairs
• 3 yrsdresses self but doesnt tie shoes
• 36 monthsconstructs a tower of 7-8 blocks

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II. SEMANTIC DEVELOPMENT

• A. Introduction
• Semantic development is closely related to
  development in motor, social, and cognitive
  abilities
• The better a childs abilities in those areas,
  the more language he receives and practices

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Preschoolers vocabularies grow fast

• 18-24 months expressive vocab goes from 50 to
  150-300 words
• By 36 mos of age, children will have expressive
  vocabularies of 900-1,000 words
• A 4-year old has 1500-1600 words
• A 5-year old has an expressive vocabulary of
  around 2100-2200 words

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Preschoolers with larger vocabularies
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By 6 years of age

• Many children have receptive vocabularies of up
  to 14,000 words

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• Ch learn words exposed to in their environments
• 3-year old farm girl Mommy, I think we are
  having difficulty milking Flicker because her
  orifices are too small.

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B. Word Learning

• Fast mapping a hypothetical proces the initial
  word-referent relationship or word meaning
  created by a child based on limited exposure to a
  word
• Fast mapping is affected by neighborhood density
  and phonotactic probability

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Neighborhood density
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Phonotactic Probability
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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)

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We can help children learn new words faster by
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Lets say you want to teach pig youd want to
make sure it was the only new word in that
context
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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.)

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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?

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E. Color Words

• By 4-5 years old, most preschoolers can name
  blue, red, yellow
• More subtle color shades are acquired later

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F. Spatial Words
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G. Kinship Words

• The first ones to develop usually refer to
  immediate familymother, father, sister, brother
• Then, children gradually learn other layers of
  relatives

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H. Temporal Words
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If children dont understand the meaning of a
temporal term
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III. PRAGMATIC DEVELOPMENT

• A. Introduction
• Children are increasing in their Theory of Mind
  (TOM) skills
• TOM realizing that others have their own
  thoughts and perspectives
• Around age 3, kids talk a lot between ages 3-4,
  it seems nonstop ?

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Most 4-year olds
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By age 4.
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B. Private and Socialized Speech

• Monologues private speech-ch talk to selves
• Socialized speech-acknowledge partners
  utterances, ? concern re transmitting info

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Presuppositional skills.
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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

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D. Play Behavior

• In symbolic play, the child allows one thing to
  represent another
• A kleenex may represent a dolls blanket
• A stick may represent a gun
• Symbolic play is closely associated to the
  development of words, which are symbols which
  stand for things

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In solitary play

• Child plays independently, even if other children
  are present

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In parallel play
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In cooperative play
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E. Preschoolers Storytelling

• Preschoolers ? in ability to tell stories or
  narratives
• Oral narratives are an uninterrupted stream of
  language modified by the speaker to capture and
  hold the listeners interest
• Narratives are decontextualized monologues
  (language doesnt center on some immediate
  experience within the context)

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Narratives are impacted by culture
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• 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

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According to Hulit et al. 2015
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Bliss, McCabe, Mahecha
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F. Narrative Development (p. 228)

• From 3-5 years old, children use temporal or
  time-based sequences where events follow a
  logical sequence
• ?
• Around 3 years, children use centering sequences
• ?
• 2-year olds use centering heaps, sets of
  unrelated statements about a topic

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G. Behaviors that contribute to cohesion

• 1. Topic Introduction young preschoolers
  physically intro topics (e.g., pointing, putting
  an object in someones hand)
• Intro topics with listeners name (Mommy)

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2. Presupposition
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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.

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Because of anaphoric reference, you would not say
things like

• The Avengers movie was awesome, and Im so glad
  I got to see this movie.
• Scarlett Johanssen was amazing, and Scarlett is
  such a good actress.

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• c. Grammatical ellipsis, a device speakers use to
  eliminate info listeners already know
• Emerges gradually after 3, may not be mastered
  until school age
• Examples I am so glad its out! (referring to
  a new movie that everyone knows about)
• Are we there yet? (assumes everyone knows where
  there is)

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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

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4. Topic maintenance
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Aspects of topic maintenance include
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IV. SOCIAL SKILLS TRAINING

• ASHA Schools Conference Pamela Wiley
• Said we need to begin earlyeven in preschool
• Problems in social skills can lead to negative
  consequences that can last a lifetime

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Wileypossible consequences of poor social skills
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WileySkill steps
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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

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A recent tweet (summer 2015 _at_UberFacts)
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When adults are reading with children, they can
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If young children are fairly hyper and dont sit
well during book reading

• Be exciting and dramatic when you readuse
  different funny voices
• Use books with manipulable parts like flaps,
  buttons
• Short books that have lots of pictures

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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 Spiders Tea
  Party, The Monster at the End of this Book

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Print awareness

• Young ch develop interest in, appreciation for
  print

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• 1. Recognize print exists in environment and in
  books
• 2. Develop understanding of print conventions
  (e.g., left to right, top to bottom)
• 3. Learn language that describes print (e.g.,
  letters, words)
• 4. Understand that print conveys meaning and has
  a specific function

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Research has shown that
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Youtube videoAngelo me

• Fostering Print Awareness in Low Income Children
• Youtube channel Celeste Roseberry

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We can also work on phonological awareness.

• Kruse, L.G., Spencer, T.D., Olszewski, A.,
  Goldstein, H. (2015). Small groups, big gains
  Efficacy of a Tier 2 phonological awareness
  intervention with preschoolers with early
  literacy deficits. American Journal of
  Speech-Language Pathology, 24, 189-205.

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This study

• Evaluated the efficacy of a phonological
  awareness intervention designed for Tier 2
  instruction delivered to small groups of
  preschoolers
• They saw groups of low-income preschool children
  3-4 days a week for 10 minute sessions (28-36
  lessons total)

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They found that
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VI. SUCCESSIVE BILINGUAL ACQUISITION

• Many children learn the first language (L1) at
  home and the second language (L2) after age 3
  with peers or at school
• Children who begin learning English at age 5
  master comprehension before expression
• L1 forms the foundation for L2
• L2 learning mirrors L1 learning

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VII. LANGUAGE DEVELOPMENT DELAYS
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Homelessness can be a factor
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PowerPoint Outline

• I. Developmental Milestones
• II. Semantic Development
• III. Pragmatic Development
• IV. Social Skills Training
• V. Emergent Literacy
• VI. Successive Bilingual Acquisition
• VII. Language Development Delays