Teaching Language Arts (EDU-105) Shannon Phillips

1. Otto, Chapter 4: Language Development of Infants and Toddlers (87-119)Otto, Chapter 5: Enhancing Language Development in Infants and Toddlers (120-49) Teaching Language Arts (EDU-105) Shannon Phillips

2. Language Development

3. Infant Phonetic Development • Receptive • 25th week of gestation: hear sounds in utero • 1 Month: Distinguish between specific phonemes and recognize categories especially with prosodic features • 2 Months: Can recognize sentences • Prefer to listen to home language • Attend to phoneme-sound contrasts in home language • Expressive • Non-reflexive vocalizations • Cooing (vowels) • Babbling (consonants and vowels) and Intonated Babble How would early storybook sharing experiences stimulate an awareness of the sounds of language?

4. Toddler Phonetic Development • Know what sounds they can and cannot make • Might avoid stating those words, shy away • Awareness of sound similarities and patterns • Begin to associate sounds and words with print

5. Infant Semantic Development • Building conceptual knowledge and vocabulary through • Symbol formation • Eye contact and shared reference • Turn-taking • Mapping and Verbal mapping • Crying fussing=sociocultural connection (adults give context) • Non-verbals: Reaching, Pointing • Understand intonation • 4-5 months: Can predict stories (non-verbals and sounds) • 12 months: Stable speech units around protowords/idiomorphs

6. Infant Semantic Development • In what ways can the sharing of storybooks with infants contribute to the development of semantic knowledge of language? • What are adult storybook sharing behaviors that would contribute to infants’ semantic knowledge development?

7. Toddler Semantic Development • Receptive vocabulary larger than expressive • 1-2 years: 20-50 words in productive vocabulary • 18-24 months: 200-300 words in receptive vocabulary • 1 word: 1 referent • 2 ½-4 years: Categorize (overextension and underextension) • One- and two-word utterances understood through context of use • Active exploration of environment from caregiver through verbal mapping and linguistic scaffolding • Literacy-rich environments = explore meanings in written language

8. Infant Syntactic Development • Receptive knowledge increases with behavior • 1 word expressive: 5-6 words receptive • Infants perceive and process language in multiple word segments • Infants most receptive and respond non-verbally or semi-verbally to intonation • Older infants use prosody to add meaning to one-word utterances • Role of child-directed speech • Simple syntax used by adult • May elicit non-verbal or verbal responses from infant • Used in mediating storybook sharing

9. Toddler Syntactic Development • Telegraphic speech • 2-3 word utterances • Content words • No function words, e.g. articles, prepositions, conjunctions • Evidence of syntactic and semantic knowledge (“Daddy come”) • Various syntactic-semantic patterns, e.g. action-object • Grammar is implied • Beginning use of pronouns—not strong but beginning • Pronouns replace nouns • Begin with subjective form (she) and incorporate objective forms (her) • “I” and “you”: Difficult because of the shared roles of speaker-listener

10. Toddler Syntactic Development • Role of child-directed speech • Gradual increase in syntactic complexity • Model of more complex syntax (expansion) Question: How can you work with toddlers to improve syntactic development? • Role of storybook sharing experiences • As more story text is read, child is exposed to more complex syntax. • Focused storybook conversations use shared reference, verbal mapping, mediation, and linguistic scaffolding.

11. Infant Morphemic Development • Receptive knowledge of morphemes is acquired as infants • Can hear differences between plural (1 and many), verb tense, and possessives (inflectional morphemes) • Home and community

12. Infant Morphemic Development Begin to use • 20-24 months: Inflectional morphemes • Plural • Verb tense-present progressive, --ing • Prepositions • Noun-verb agreement • Pronouns (I, me, mine, it)

13. Infant Pragmatic Development • Actions of others = Outcome or intent • Speech = Outcome or intent • 6-7 months: Infants’ gestures accompanied by vocalizations • 10 months: Gesture = intent • 1 year: idiomorphs accompany gestures

14. Infant Pragmatic Development • Infants aware of how language is used in different settings with adults and older children • Turn-taking and shared reference • Dialogue/“conversations” • Social routines • Prosody = intent • Activities: Greetings, peek-a-boo, pat-a-cake, reading storybooks • Books have meaning—language has meaning—understanding of the process of reading

15. Toddler Pragmatic Development • Halliday is crucial • Conversations are more verbal • Attention-getting words and gestures • Gestures increase with semantic knowledge of language • Words take over—decrease in gestures

16. Emergent Readers and Writers! Show awareness of how written language is used in books and in community Questioning Imitative behavior “reading” “writing” 18 months: Zone of proximal development Bring in mail Read cards Hold book and turn pages Jabber while reading with intonation Making grocery lists Writing letters Toddler Pragmatic Development