5 Years Old

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5 Years Old

  1. 1. 5 years old<br />Language & Cognitive Development<br />
  2. 2. Typical Language Development<br />Can use many descriptive words spontaneously-both adjectives and adverbs<br />Knows common opposites: big-little, hard-soft, heave-light, etc<br />Can count to ten<br />should be completely intelligible, in spite of articulation problems<br />Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow)<br />Should be able to repeat sentences as long as nine words<br />Should be able to define common objects in terms of use (hat, shoe, chair)Should be able to follow three commands given without interruptions<br />Should know his age<br />Should have simple time concepts: morning, afternoon, night, day, later, after, while, tomorrow, yesterday, today<br />Should be using fairly long sentences and should use some compound and some complex sentences<br />
  3. 3. What You Might Hear<br />Pronunciation<br />Stuttering<br />Lisping<br />
  4. 4. Pronunciation<br />Her speech should be easy to understand by now. Some 5-year-olds, still mess up three- or four-syllable words — &quot;manimal&quot; for &quot;animal&quot; or &quot;pasghetti&quot; for &quot;spaghetti&quot; — and it&apos;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 &quot;yeg&quot; instead of &quot;leg,&quot; or use w for r, such as &quot;wabbit&quot; instead of &quot;rabbit,&quot; or substitute an f for a th, such as &quot;baf&quot; instead of &quot;bath.&quot; These minor pronunciation problems will probably improve over the next year and are usually nothing to be concerned about.<br />
  5. 5. Stuttering<br /> 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.<br />
  6. 6. Lisping<br /> Your child may lisp, or pronounce the s sound like a th. &quot;My sister is seven&quot; becomes &quot;My thithteriththeven.&quot; If achild&apos;s s sounds this way, chances are you don’t need to be worried about it because most children outgrow it by 7.<br />
  7. 7. What you can do <br />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.<br />When a child stumbles over a word don’t correct them, use the word properly yourself.<br />
  8. 8. What to watch out for<br /> If your child doesn&apos;t talk, says few words, doesn&apos;t spontaneously start conversation, or doesn&apos;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 &quot;I no want to go,&quot; has trouble learning new words, or leaves out words in sentences and leaves out &quot;I&quot; 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&apos;t addressed. <br />
  9. 9. Typical Cognitive Development<br />Has a sentence length of 5-6 words<br />Has a vocabulary of 2000 words<br />Defines objects by there use and can tell what objects are made of<br />Knows spatial relations like on top, behind, far and near<br />Knows her address<br />Identifies a penny, nickel, or dime<br />Knows common opposites like big & little<br />Understands same and different<br />Counts ten objects<br />Asks questions for information<br />Knows left and right hands<br />Uses all types of sentences like let’s go to the store to eat<br />
  10. 10. What to expect<br />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.<br />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.<br />Even though 5 year olds are egocentric they are starting to become aware of others feelings.<br />A 5 year olds reasoning is still concrete however they start to understand there are rules and exceptions.<br />5 year olds have not developed strategies for remembering things. <br />
  11. 11. What you can do<br />Model strategies for simple memory tasks (e.g., pinning permission slips on jackets to remind children to get their parents’ signatures).<br />Talk often about thinking processes (e.g., “I wonder if . . . ,” “Do you remember when . . . ?”).<br />
  12. 12. How do language and cognitive development relate?<br />Language and cognitive development are cosely<br />

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