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Preschoolers' Semantic and Pragmatic Development: Milestones, Language Skills, Bilingualism

This PowerPoint outline covers developmental milestones, semantic development, pragmatic development, social skills training, emergent literacy, successive bilingual acquisition, and language development delays in preschoolers aged 2-5 years. It details cognitive, social, and motor developmental milestones, as well as semantic development focusing on fast mapping, word learning, dimensional words, relational terms, color words, spatial words, and kinship words. The outline also highlights pragmatic development, discourse skills, play behaviors, and preschoolers' storytelling abilities.

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Preschoolers' Semantic and Pragmatic Development: Milestones, Language Skills, Bilingualism

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  1. PRESCHOOLERS: PRAGMATIC AND SEMANTIC DEVELOPMENT (2-5 years)

  2. 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

  3. I. DEVELOPMENTAL MILESTONES** • A. Cognitive Development • 24 mos—follows simple verbal commands • 27 mos—points to and names familiar pictures • 36 months—gives “two” objects on request

  4. B. Social Development** • 27 mos—communicates desire and orders others around • 30 mos—demands caregiver’s attention, throws tantrums when needs are not understood

  5. C. Motor Development** • 3 yrs—walk on flat surfaces • 3 yrs—runs well and climbs stairs • 3 yrs—dresses self but doesn’t tie shoes • 36 months—constructs a tower of 7-8 blocks

  6. II. SEMANTIC DEVELOPMENT** • A. Introduction • Semantic development is closely related to development in motor, social, and cognitive abilities • The better a child’s abilities in those areas, the more language he receives and practices

  7. 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

  8. Preschoolers with larger vocabularies…

  9. By 6 years of age…** • Many children have receptive vocabularies of up to 14,000 words

  10. 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.”

  11. 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

  12. Neighborhood density:

  13. Phonotactic Probability

  14. 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)

  15. We can help children learn new words faster by:

  16. Let’s say you want to teach “pig;” you’d want to make sure it was the only new word in that context**

  17. 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.)

  18. 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?

  19. E. Color Words** • By 4-5 years old, most preschoolers can name blue, red, yellow • More subtle color shades are acquired later

  20. F. Spatial Words

  21. G. Kinship Words** • The first ones to develop usually refer to immediate family—mother, father, sister, brother • Then, children gradually learn other layers of relatives

  22. H. Temporal Words

  23. If children don’t understand the meaning of a temporal term…

  24. 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 

  25. Most 4-year olds…

  26. By age 4….

  27. B. Private and Socialized Speech** • Monologues: private speech-ch talk to selves • Socialized speech-acknowledge partners’ utterances, ↑ concern re: transmitting info

  28. Presuppositional skills….

  29. 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

  30. D. Play Behavior** • In symbolic play, the child allows one thing to represent another • A kleenex may represent a doll’s blanket • A stick may represent a gun • Symbolic play is closely associated to the development of words, which are symbols which stand for things

  31. In solitary play…** • Child plays independently, even if other children are present

  32. In parallel play…

  33. In cooperative play…

  34. 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 listener’s interest • Narratives are decontextualized monologues (language doesn’t center on some immediate experience within the context)

  35. Narratives are impacted by culture:

  36. **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

  37. According to Hulit et al. 2015:

  38. Bliss, McCabe, & Mahecha :

  39. 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

  40. G. Behaviors that contribute to cohesion:** • 1. Topic Introduction —young preschoolers physically intro topics (e.g., pointing, putting an object in someone’s hand) • Intro topics with listener’s name (Mommy…)

  41. 2. Presupposition

  42. Presuppositional skills include use of:** • a. Anaphoric reference, or the role pronounsplay 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.

  43. Because of anaphoric reference, you would not say things like:** • “The Avengers movie was awesome, and I’m so glad I got to see this movie.” • Scarlett Johanssen was amazing, and Scarlett is such a good actress.”

  44. 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 it’s out!” (referring to a new movie that everyone knows about) • “Are we there yet?” (assumes everyone knows where there is)

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