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This document provides tips to avoid common mistakes in English grammar and vocabulary usage. It addresses the differences between who/whom, to/too/two, affect/effect, may/might, get/got/gotten, sex/gender, and lay/lie. For each pair, it gives examples of correct usage and brief explanations of the distinctions.
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Pronouns
This document provides information and examples about the use of pronouns in English. It discusses generic pronouns like you, one, we and they which can be used to refer to people in general. It also covers reflexive and reciprocal pronouns like myself, yourself, each other and one another. Finally, it examines the uses of the pronouns it and there, noting that it is used with be to talk about time, temperature, distance or as a preparatory subject, while there indicates existence or presence. The document aims to clarify the appropriate uses of different pronouns through examples.
Language development in children
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The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
#L1 acquisition
Children acquire language in predictable stages regardless of location or language. There are pre-linguistic, one-word, two-word, and telegraphic stages where children's utterances become more complex as their vocabulary and grammar develop. Theories suggest children's early language serves practical, social, and learning purposes rather than just labeling objects. Children master grammar structures like pluralization before structures like past tense as they progress toward fluent language use by age 5.
Physiological prerequisites of sound production
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
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The document provides an overview of the present perfect and present perfect progressive tenses in English. It discusses how the tenses are formed with examples, common errors made by students, and appropriate contexts and activities for teaching the tenses. The key points are that the present perfect describes a past event connected to the present, while the present perfect progressive expresses an action that began in the past and continues to the present or recently finished. Suggested teaching activities include contrasting with the simple past and interviews to practice the tenses in an uncontrolled way.
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This document discusses key topics in first language acquisition, including:
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2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Language Acquisition
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Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
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Pronouns
This document provides information and examples about the use of pronouns in English. It discusses generic pronouns like you, one, we and they which can be used to refer to people in general. It also covers reflexive and reciprocal pronouns like myself, yourself, each other and one another. Finally, it examines the uses of the pronouns it and there, noting that it is used with be to talk about time, temperature, distance or as a preparatory subject, while there indicates existence or presence. The document aims to clarify the appropriate uses of different pronouns through examples.
Language development in children
Language development begins early in life through acquiring language from those speaking around infants. Children's language moves from simple to complex, starting without words but developing the ability to discriminate speech sounds by age 4 months. By their second birthday, toddlers use structures like action+agent and action+object, and they begin to interpret the subject+verb+object structure of English. Preschoolers actively analyze language, formulating rules and hypotheses to continue learning more complex structures and vocabulary.
Language Acquisition
The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
#L1 acquisition
Children acquire language in predictable stages regardless of location or language. There are pre-linguistic, one-word, two-word, and telegraphic stages where children's utterances become more complex as their vocabulary and grammar develop. Theories suggest children's early language serves practical, social, and learning purposes rather than just labeling objects. Children master grammar structures like pluralization before structures like past tense as they progress toward fluent language use by age 5.
Physiological prerequisites of sound production
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
CTE grammar for ESL Teachers Present Perfect
The document provides an overview of the present perfect and present perfect progressive tenses in English. It discusses how the tenses are formed with examples, common errors made by students, and appropriate contexts and activities for teaching the tenses. The key points are that the present perfect describes a past event connected to the present, while the present perfect progressive expresses an action that began in the past and continues to the present or recently finished. Suggested teaching activities include contrasting with the simple past and interviews to practice the tenses in an uncontrolled way.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Language Acquisition
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The document discusses language acquisition and its stages. It defines language acquisition as the process of learning one's native or second language. Language acquisition generally refers to first language acquisition, which studies how infants acquire their native language, while second language acquisition looks at additional language learning in children and adults. The stages of first language acquisition discussed include the pre-language stage from 3-10 months, the one-word stage from 12-18 months, the two-word stage from 18-20 months, and the multiple-word stage from 2-3 years. The document also examines theories of language acquisition such as behaviorist learning theory and the nativist approach.
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Language acquisition the early years
Children acquire language naturally in the first five years through exposure to their native language environment. Studies of language acquisition aim to understand and explain how children learn grammar, vocabulary, and pronunciation by forming hypotheses, testing them through experiments and observations on children's natural utterances, and refining the hypotheses. Caregivers play an important role by using simple language focused on the child's immediate environment when interacting with young children, which helps the children learn without explicit correction of errors. Theories of language acquisition have attempted to explain this process, but both behaviorist and constructivist theories have limitations and the exact mechanisms are still under investigation.
Subject verb agreement
This document provides guidelines on subject-verb agreement in English. It explains that singular subjects require a singular verb form, while plural subjects take a plural verb form. There are exceptions for compound subjects joined by "and", indefinite pronouns, collective nouns, fractions and portions, inverted sentences, and sentences beginning with "here" or "there". The document also discusses how to determine the number of the verb after relative pronouns and in predicate nominatives. It includes examples to illustrate each rule of subject-verb agreement.
Madede
This document summarizes several theories of language acquisition in children. It discusses the debate between nature and nurture influences on language development. Key points include: children's receptive language develops before expressive language; behaviorists believe language is learned through conditioning while Chomsky argues for an innate language acquisition device; bilingual children develop language normally. Theories incorporate both innate capacities and environmental influences in language learning.
The development of language.pptx
The document summarizes language development from birth through three years old. It notes that infants begin with crying and cooing, then progress to babbling consonant sounds by 6 months. By their first birthday, infants say their first words, usually names. Exposure to language helps development, as toddlers learn 50-100 new words per month after 50 words are acquired. Their vocabularies grow from a few hundred words at age 2 to over 10,000 words by age 6.
Chicago style course work language development hypotheses
Reading to children, even infants, provides numerous benefits for language development according to this document. It fosters vocabulary, pronunciation, an understanding of grammar, and strengthens the bond between parent and child. Several theories explain language development in children, including innate abilities and social learning from caregivers. Studies show children who are read to regularly perform better academically and socially. While some may argue against reading to infants, the document provides evidence that it significantly aids language development.
Evolution of language
The document discusses several key aspects of language acquisition in humans:
1) Humans are biologically designed for language with modifications that allow for speech like a low larynx.
2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
3) Language acquisition starts with sounds and moves to words and simple sentences followed by a grammar explosion between ages 2-4.
4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
Caring for Babies in other Cultures
According to evolutionary theories, languages are often ordered to maintain and regulate relationships in larger groups. Language is a social instrument that forms a cultural part of the developmental niche in which children grow up. Mothers and other caregivers all over the world talk to children from birth on and even before. Infants are equipped with language acquisition devices at birth.
These are general abilities at first so that infants are able to perceive segmentation of any language. But with only a few month of exposure to particular language environment this general capability disappears and turns into a specific ability to understand the segmentation of a particular language. So the language is involved as a social necessity.
However language also represents a cultural code that expresses values and beliefs of the respective social environment, especially the content of language and the structure of language. The questions “What” and “How” are saturated with cultural meaning. With this assumption of cultural specificity different contents and structures can be expected in different cultural environments.
In the following presentation the title has changed as you can see, but not the content.
I would like to define cultural environments first; I will then introduce two social cultural orientations that can be assumed to influence cultural activities and cultural meaning systems.
The main part of my presentation will consist of presenting different narrating styles that are informed by these social cultural orientations.
The conventions for children’s development will finally be presented.
This presentation focuses on the earliest developmental phase during the human life span on infancy.
Attachment and Literacy in Internationally Adopted Children: Age 0-6
This document discusses attachment and literacy development for internationally adopted children ages 0-6. It covers topics like what attachment is, types of attachment security, signs of attachment disorders, bonding techniques for different age groups, the benefits of bilingualism, and talking to children about adoption. Specific bonding activities are suggested for ages 0-1, 2-3, and 4-6. The importance of language development, reading to children, and maintaining their home language is also discussed.
LEARNING ABSTRACT WORDS.pptx
This document discusses how children learn abstract concepts and terms. It explains that children begin by learning concrete words for physical objects and actions, and then progress to more complex abstract ideas. Abstract terms like "love" and "freedom" are difficult for children to understand fully because their meanings can change depending on experience. The document also describes how children might learn the meanings of feeling words like "hungry" and "hurt" by associating the words with situations and their own feelings. Children test hypotheses about word meanings and expand their understanding of words over time through multiple examples of usage.
Early theories
Children are not simply imitating or memorizing the language they hear, as behaviorists theorized. Evidence shows that children make systematic errors that cannot be heard in adult speech, can understand and produce novel sentences, and are not consistently corrected by parents. Chomsky proposed the theory of Universal Grammar to explain language acquisition - that children are born with an innate, biological language acquisition device containing universal grammatical categories and rules. This innate knowledge allows children to easily learn the grammar of any human language when exposed to it.
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· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
Language Learning in Early Childhood
This document discusses language development in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then covers typical patterns and sequences in L1 development, including acquisition of grammatical morphemes, negation, and questions. Theoretical approaches to L1 acquisition like behaviorism and innatism are also introduced.
28 subject-verb agreement
This document provides instruction on subject-verb agreement in English. It outlines 20 basic rules for determining whether a singular or plural verb is required to match the subject. Examples are provided to illustrate each rule, such as "My aunt or my uncle is arriving" and "Neither Juan nor Carmen are available." The document concludes with practice problems for students to identify the correct verb form based on the number of the subject.
First Language Acquisition
The document discusses the stages of first language acquisition in children. It describes 5 stages: pre-talking, babbling, holophrastic, two-word, and telegraphic stages. Each stage is characterized by the typical age at which children progress through it and examples of the language behaviors observed, such as babbling sounds, using single words, and producing two-word sentences. The document also discusses theories of language acquisition and the development of a child's lexicon and morphology.
Week 2 12
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
66 Young Children • November 2012© Susan Woo.docx
66 Young Children • November 2012
©
S
us
an
W
oo
g
W
ag
ne
r
®
2, 3
A
teacher once told me, “Don’t use a 50-cent
word when a 5-cent word will do.”
While current expression of such senti-
ments might differ, we commonly follow this
practice in many early childhood classrooms.
Adults often use simple words instead of complex words
when talking to young children. Reasons vary from teach-
ers’ beliefs that young children cannot understand sophis-
ticated vocabulary because they are too young or have
limited language skills, to teachers’ unfamiliarity with com-
plex words or with strategies for supporting vocabulary.
As a consequence, sophisticated vocabulary learning is
thwarted and opportunities to nurture children’s curios-
ity about words go unrealized. In this article, I show how
to fortify the vocabulary knowledge of soon-to-be readers
with sophisticated vocabulary—words that are high level,
communicate subtleties in detail, and are less common in
everyday parlance (sometimes called rare words).
Sagacious, Sophisticated, and Sedulous
The Importance of Discussing
50-Cent Words
with Preschoolers
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning at Peabody College, Vanderbilt University, in Nash-
ville. Molly’s teaching and research focus on children’s vocabulary acquisition and story comprehension, and on instructional quality
in preschool. She is the coauthor with Judith A. Schickedanz of the 2012 NAEYC book So Much More Than the ABCs. [email protected]
vanderbilt.edu
Molly F. Collins
Young Children • November 2012 67
Early language foundations for reading
development
Research on the early foundations of reading distin-
guishes two categories of skills—one related to word recog-
nition and the other related to comprehension. Print knowl-
edge, beginning writing skills, and phonological awareness
have been grouped together as word recognition skills
because they help children decode text. These code-related
skills account for most of a child’s success in word recog-
nition, the major task of beginning reading. Vocabulary,
syntactic and discourse skills, and background knowledge
have been grouped together as oral language or comprehen-
sion skills (Storch & Whitehurst 2002; Sénéchal, Ouellette, &
Rodney 2006). Developed in preschool, oral language skills
predict later reading comprehension beyond the contribu-
tion made by word recognition skills in the early grades
(NICHD Early Child Care Research Network 2005).
Vocabulary is highly sensitive to early adult input and
critical to preventing later reading comprehension difficul-
ties (Dickinson et al. 2003). Also, vocabulary is causally
related—that is, it helps reading comprehension (Dickinson
et al. 2003)—and it is highly correlated with the rate of
learning new words (Hart & Risley 1995). Thus, a meager
beginning vocabulary slows the rate of vocabulary learning,
which compromises reading comprehension. .
LANGUAGE DEVELOPMENT IN PRESCHOOL YEARS
The document discusses the journey of language development in preschoolers from ages 3 to 6 years old. It covers areas like vocabulary growth, grammar skills, receptive and expressive language milestones, social influences on language, and factors affecting language development. By age 6, children typically have a vocabulary of 2,600 words and can tell stories by looking at pictures. Their grammar is mostly correct by this age as well. Social interactions, cognitive readiness, and biological factors all influence a child's language acquisition process during the preschool years.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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This document summarizes several theories of language acquisition in children. It discusses the debate between nature and nurture influences on language development. Key points include: children's receptive language develops before expressive language; behaviorists believe language is learned through conditioning while Chomsky argues for an innate language acquisition device; bilingual children develop language normally. Theories incorporate both innate capacities and environmental influences in language learning.
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The document summarizes language development from birth through three years old. It notes that infants begin with crying and cooing, then progress to babbling consonant sounds by 6 months. By their first birthday, infants say their first words, usually names. Exposure to language helps development, as toddlers learn 50-100 new words per month after 50 words are acquired. Their vocabularies grow from a few hundred words at age 2 to over 10,000 words by age 6.
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Reading to children, even infants, provides numerous benefits for language development according to this document. It fosters vocabulary, pronunciation, an understanding of grammar, and strengthens the bond between parent and child. Several theories explain language development in children, including innate abilities and social learning from caregivers. Studies show children who are read to regularly perform better academically and socially. While some may argue against reading to infants, the document provides evidence that it significantly aids language development.
Evolution of language
The document discusses several key aspects of language acquisition in humans:
1) Humans are biologically designed for language with modifications that allow for speech like a low larynx.
2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
3) Language acquisition starts with sounds and moves to words and simple sentences followed by a grammar explosion between ages 2-4.
4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
Caring for Babies in other Cultures
According to evolutionary theories, languages are often ordered to maintain and regulate relationships in larger groups. Language is a social instrument that forms a cultural part of the developmental niche in which children grow up. Mothers and other caregivers all over the world talk to children from birth on and even before. Infants are equipped with language acquisition devices at birth.
These are general abilities at first so that infants are able to perceive segmentation of any language. But with only a few month of exposure to particular language environment this general capability disappears and turns into a specific ability to understand the segmentation of a particular language. So the language is involved as a social necessity.
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Early theories
Children are not simply imitating or memorizing the language they hear, as behaviorists theorized. Evidence shows that children make systematic errors that cannot be heard in adult speech, can understand and produce novel sentences, and are not consistently corrected by parents. Chomsky proposed the theory of Universal Grammar to explain language acquisition - that children are born with an innate, biological language acquisition device containing universal grammatical categories and rules. This innate knowledge allows children to easily learn the grammar of any human language when exposed to it.
How children learn language
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
Language Learning in Early Childhood
This document discusses language development in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then covers typical patterns and sequences in L1 development, including acquisition of grammatical morphemes, negation, and questions. Theoretical approaches to L1 acquisition like behaviorism and innatism are also introduced.
28 subject-verb agreement
This document provides instruction on subject-verb agreement in English. It outlines 20 basic rules for determining whether a singular or plural verb is required to match the subject. Examples are provided to illustrate each rule, such as "My aunt or my uncle is arriving" and "Neither Juan nor Carmen are available." The document concludes with practice problems for students to identify the correct verb form based on the number of the subject.
First Language Acquisition
The document discusses the stages of first language acquisition in children. It describes 5 stages: pre-talking, babbling, holophrastic, two-word, and telegraphic stages. Each stage is characterized by the typical age at which children progress through it and examples of the language behaviors observed, such as babbling sounds, using single words, and producing two-word sentences. The document also discusses theories of language acquisition and the development of a child's lexicon and morphology.
Week 2 12
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
66 Young Children • November 2012© Susan Woo.docx
66 Young Children • November 2012
©
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2, 3
A
teacher once told me, “Don’t use a 50-cent
word when a 5-cent word will do.”
While current expression of such senti-
ments might differ, we commonly follow this
practice in many early childhood classrooms.
Adults often use simple words instead of complex words
when talking to young children. Reasons vary from teach-
ers’ beliefs that young children cannot understand sophis-
ticated vocabulary because they are too young or have
limited language skills, to teachers’ unfamiliarity with com-
plex words or with strategies for supporting vocabulary.
As a consequence, sophisticated vocabulary learning is
thwarted and opportunities to nurture children’s curios-
ity about words go unrealized. In this article, I show how
to fortify the vocabulary knowledge of soon-to-be readers
with sophisticated vocabulary—words that are high level,
communicate subtleties in detail, and are less common in
everyday parlance (sometimes called rare words).
Sagacious, Sophisticated, and Sedulous
The Importance of Discussing
50-Cent Words
with Preschoolers
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning at Peabody College, Vanderbilt University, in Nash-
ville. Molly’s teaching and research focus on children’s vocabulary acquisition and story comprehension, and on instructional quality
in preschool. She is the coauthor with Judith A. Schickedanz of the 2012 NAEYC book So Much More Than the ABCs. [email protected]
vanderbilt.edu
Molly F. Collins
Young Children • November 2012 67
Early language foundations for reading
development
Research on the early foundations of reading distin-
guishes two categories of skills—one related to word recog-
nition and the other related to comprehension. Print knowl-
edge, beginning writing skills, and phonological awareness
have been grouped together as word recognition skills
because they help children decode text. These code-related
skills account for most of a child’s success in word recog-
nition, the major task of beginning reading. Vocabulary,
syntactic and discourse skills, and background knowledge
have been grouped together as oral language or comprehen-
sion skills (Storch & Whitehurst 2002; Sénéchal, Ouellette, &
Rodney 2006). Developed in preschool, oral language skills
predict later reading comprehension beyond the contribu-
tion made by word recognition skills in the early grades
(NICHD Early Child Care Research Network 2005).
Vocabulary is highly sensitive to early adult input and
critical to preventing later reading comprehension difficul-
ties (Dickinson et al. 2003). Also, vocabulary is causally
related—that is, it helps reading comprehension (Dickinson
et al. 2003)—and it is highly correlated with the rate of
learning new words (Hart & Risley 1995). Thus, a meager
beginning vocabulary slows the rate of vocabulary learning,
which compromises reading comprehension. .
LANGUAGE DEVELOPMENT IN PRESCHOOL YEARS
The document discusses the journey of language development in preschoolers from ages 3 to 6 years old. It covers areas like vocabulary growth, grammar skills, receptive and expressive language milestones, social influences on language, and factors affecting language development. By age 6, children typically have a vocabulary of 2,600 words and can tell stories by looking at pictures. Their grammar is mostly correct by this age as well. Social interactions, cognitive readiness, and biological factors all influence a child's language acquisition process during the preschool years.
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Chicago style course work language development hypotheses
Chicago style course work language development hypotheses
Attachment and Literacy in Internationally Adopted Children: Age 0-6
Attachment and Literacy in Internationally Adopted Children: Age 0-6
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
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- 2. Who x Whom To, Too, Two Affect x Effect May x Might Get, got, gotten Sex x gender Lay x lie today’s topics:
- 3. who x whom The matter is whether the word is the subject or object of the sentence. When you’re working with the subject, use WHO. If the word in question is the object of the sentence, use WHOM.
- 4. Who has left the fridge door open again?
- 5. Whom should I ask to the prom? MEMORY TIP: Subject pronoun = WHO Object pronoun =WHOM
- 6. Everyone uses these words correctly in speech because they sound the same. The preposition TO is used to indicate that one is moving “for the purpose of” or “in the direction of. TOO means “in excess” or “also.” TWO is the number. To, too, two
- 7. We are going to buy some popcorn. I ate too many cookies and he did, too. They have two kids: a boy and a girl.
- 8. affect x effect Of all the word pairs separated by a single vowel, this pair is the worst native speakers and language learners. AFFECT is a verb that means ‘to influence’. EFFECT is a noun that means ‘impact’.
- 9. The beautiful lighting effects at the party affected the people greatly.
- 10. MAY is used for things that really could happen; MIGHT is for things that are hypothetical. If it’s probable, use may. If it’s unlikely or only vaguely possible, use might. may x might
- 11. I may sit down to have dinner. I might have climbed the Everest in my pajamas.
- 12. To receive To become to be allowed To have the opportunity To arrive possession undersTanding Obligation* This word and its variants are incredibly common and useful, and rather easily misused. It has different meanings, such as: *when paired with ‘have’ Get, got, gotten
- 13. GET simple present We have gotten to watch them live. GOTTEN standard past participle (American English) You get paid every month. I have got to buy these books for my French classes. GOT past participle (used in a sense of urgency, like ‘must’)
- 14. We are becoming increasingly familiar with individuals who identify as a gender that doesn’t align with the sex that they were assigned at birth. So, let’s be clear: SEX is exclusively about biology; GENDER is about social roles and identity. seX x gender
- 15. They had a party to reveal the sex of the baby. Gender equality is necessary to achieve social, political and economic development goals.
- 16. Lay x lie What you need to know is that one is done with your body and the other is done to an object. LAY is a transitive verb, so it needs some kind of object; LIE is an intransitive verb.
- 17. She needs to lie down.
- 18. But first, she should lay her purse on the chair.