5 Years Old
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5 Years Old

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    5 Years Old 5 Years Old Presentation Transcript

    • 5 years old
      Language & Cognitive Development
    • Typical Language Development
      Can use many descriptive words spontaneously-both adjectives and adverbs
      Knows common opposites: big-little, hard-soft, heave-light, etc
      Can count to ten
      should be completely intelligible, in spite of articulation problems
      Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow)
      Should be able to repeat sentences as long as nine words
      Should be able to define common objects in terms of use (hat, shoe, chair)Should be able to follow three commands given without interruptions
      Should know his age
      Should have simple time concepts: morning, afternoon, night, day, later, after, while, tomorrow, yesterday, today
      Should be using fairly long sentences and should use some compound and some complex sentences
    • What You Might Hear
      Pronunciation
      Stuttering
      Lisping
    • Pronunciation
      Her speech should be easy to understand by now. Some 5-year-olds, still mess up three- or four-syllable words — "manimal" for "animal" or "pasghetti" for "spaghetti" — and it's nothing to worry about. And some kids still struggle with a few consonant sounds. For instance, she may say a y for an l, such as "yeg" instead of "leg," or use w for r, such as "wabbit" instead of "rabbit," or substitute an f for a th, such as "baf" instead of "bath." These minor pronunciation problems will probably improve over the next year and are usually nothing to be concerned about.
    • Stuttering
       Stuttering at this age is a normal developmental phase that a lot of children go through. His/her fast developing brain is trying to pull up the right words in the right order. She may repeat the whole word or first syllable; this is what most people think of when they think of stuttering. You may notice a child stutters more when she is tired, excited, or upset. Most kids outgrow this phase by age 5 or 6.
    • Lisping
       Your child may lisp, or pronounce the s sound like a th. "My sister is seven" becomes "My thithteriththeven." If achild's s sounds this way, chances are you don’t need to be worried about it because most children outgrow it by 7.
    • What you can do
      Reading to and with a child is a great way to boost their language skills. From books they can learn new words, make sense of grammar and link meanings to pictures.
      When a child stumbles over a word don’t correct them, use the word properly yourself.
    • What to watch out for
      If your child doesn't talk, says few words, doesn't spontaneously start conversation, or doesn't seem interested in talking, then you should talk to a professional, Also have your child evaluated by a speech-language pathologist, if she still uses immature sentence forms, such as "I no want to go," has trouble learning new words, or leaves out words in sentences and leaves out "I" in statements, Your child may also need intervention if she has trouble remembering words, difficulty using descriptive language, or a tough time explaining an incident or retelling a story.A child who truly struggles to get words out or whose stuttering shows no sign of improvement after a few months also warrants special attention. If your child has trouble pronouncing many sounds, she may eventually have reading and spelling difficulties if the problem isn't addressed. 
    • Typical Cognitive Development
      Has a sentence length of 5-6 words
      Has a vocabulary of 2000 words
      Defines objects by there use and can tell what objects are made of
      Knows spatial relations like on top, behind, far and near
      Knows her address
      Identifies a penny, nickel, or dime
      Knows common opposites like big & little
      Understands same and different
      Counts ten objects
      Asks questions for information
      Knows left and right hands
      Uses all types of sentences like let’s go to the store to eat
    • What to expect
      5 year olds are full of questions about how things work, how things are made, and where things come from. This shows they have interest in the world around them.
      Their imagination continues to develop and their play is based around pretending. They start to understand the difference between when they are pretending and when they are not.
      Even though 5 year olds are egocentric they are starting to become aware of others feelings.
      A 5 year olds reasoning is still concrete however they start to understand there are rules and exceptions.
      5 year olds have not developed strategies for remembering things.
    • What you can do
      Model strategies for simple memory tasks (e.g., pinning permission slips on jackets to remind children to get their parents’ signatures).
      Talk often about thinking processes (e.g., “I wonder if . . . ,” “Do you remember when . . . ?”).
    • How do language and cognitive development relate?
      Language and cognitive development are cosely