would you expect a 2 yr old to understand "bigger" vs "big"?
NO!!
3-4 yo understand
would you expect a 4 yr old to talk about a simple past event?
yes!!
deistic terms
"here", "there"- positional words.
5th grader should have mastered it
***4 genres of naratives
1. recount: tells about past experiences in which a child participated or observed or about which a child read and is usually requested by an adult.
2. Eventcast: is an explanation of some current or anticipated event and may be used to direct others in imaginative play sequences,as in You’re the daddy; and you pretend to get dressed; you’re going to take the baby to the zoo.
3. Accounts: are highly individualized spontaneous narratives in which children share their experiences (“You know what?”) and t hus are not reporting information requested by adults.
4. stories: although fictionalized and with seemingly endless content variation, have a known and anticipated pattern or structure in which the main character must overcome some problem or challenge
In general,older children’s narratives are characterized by the following:
1. Fewer unresolved problems and unprepared resolutions.
2. Less extraneous detail.
3. More overt marking of changes in time and place.
4. More introduction,including setting and character information.
5. Greater concern for motivation and internal reactions.
6. More complex episode structure.
7. Closer adherence to the story grammar model.
Morphophonemic changes
phonological or sound modifications that result when morphemes are placed together. For example, the final /k/ in electric changes to a /s/ in electricity.
start learning around 5 or 6 y.o.
Development of Metalinguistic Skills and Awareness: Toddler
1. Monitor own utterances
■ Repair spontaneously
■ Adjust speech to different listeners
Development of Metalinguistic Skills and Awareness Preschool
2. Check the result of own utterance
■ Check whether the listener has understood; if not,repair or try again
■ Comment explicitly on own utterances and those of others
■ Correct others
3. Test for reality
■ Decide whether a word or sentence “works”in furthering listener understanding
4. Attempt to learn language deliberately
■ Apply appropriate inflections to “new”words
■ Practice speech styles of different roles
Development of Metalinguistic Skills and Awareness School Age
5. Predict the consequences of using particular forms (inflections,words, phrases,sentences)
■ Judge utterances as appropriate for a specific listener or setting
■ Correct word order and wording in sentences judged as “wrong”
6. Reflect on an utterance (structure independent of use)
■ Identify specific linguistic units (sounds,syllables,words,sentences)
■ Provide definitions of words
■ Construct puns,riddles,or other forms of humor
■ Explain why some sentences are possible and how to interpret them
■ Judge utterance correctness
figurative language
"raining cats and dogs"
mastered at adolecence- around 9
when do kids start being interested in reading?
when parents give them books (infancy)
awareness of words
at 3 mo.
female talk
more polite
are inturrupted
male talk
more direct
do more inturrupting
using "a" and "the"
preschool age (3,4) because they aren't important before that
these are the only articles!
typical verbs used by preschoolers
first action words "go"
then occurrence "thought"
Aux
"be" verbs, is watching
have
do
Age of Development of Irregular Past-Tense Verbs
years
3–31⁄2 Hit/Hurt
3 1⁄2–4 Went
4–4 1⁄2 Saw
4 1⁄2–5 Gave/Ate
preschoolers talk about here and now
true
omission vs substitution
substitution is better
all kids have phonological process
yes!
#of words for a 5 y.o./ high schooler
2,200 /80,000
**most significant growth from school age to adult
pragmatics!!!
conversational repair
mastered at 9 y.o.
process of writing starts at
2 yo scribbling
can see by how they draw
men vs women conversations
men- more debate
women- more intimacy
non-linguistic vs para-linguistic
non-ling: not consisting of or related to languag
para-ling: Vocal and nonvocal codes that are superimposed on a linguistic code to signal the speaker’s attitude or emotion or to clarify or provide additional meaning.
