Term
| Social Development Milestones (12-24 months) |
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Definition
12: babies make needs known through vocalizations and gestures.
15: repeat actions for approving audience.
18: begins to test caregiver's intentions.
20: develop attachments to various toys.
23: engage in soliloquies about experiences. |
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Term
| Cognitive Development Milestones (12-24 months) |
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Definition
12: use common objects appropriately.
15: follow simple directions accompanied by gestures.
18: enjoy picture books, begin to recognize familiar pictures.
20: imitate adult use of an object.
24: use the same toy in several different actions. |
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Term
| Motor Development Milestones (12-24 months) |
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Definition
12: first step.
15: build simple tower of 3-4 blocks.
16: scribbles lines on paper
17: walk and run without assistance
22: kick a ball
24: turn pages of a book, 2-3 at a time |
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Term
| First Words (locutionary) |
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Definition
may emerge 8-16 months
starts at 12 months w/ the production of the first true word |
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Term
| Qualifications for a true word... |
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Definition
-consistency in a given context
-bear phonetic resemblance |
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Term
The________ sounds are the most common.
_______ _________ patterns are also common. |
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Definition
front consonant (p,b,d,t,m,n)
simple syllable patterns (cv, vc) |
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Term
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Definition
-begins around 18 months
-they may not necessarily understand but they still say the words
-they begin to put two words together (only begins at the 50 word milestone) |
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Term
Gleason and Ratner (2009):
During their 2nd year: ______ word per ________.
By their 3rd bithday: _________ word per ____________. |
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Definition
| 1 word a week, 1 word a day. |
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Term
| If a child doesn't have a major language growth spurt between 18-24 months of age..... |
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Definition
- we suspect language delays
- it is significant
- If we haven't seen 50 words, we first teach 50 words, then progress to two word combos.
- lack of words may be due to hearing, temperament, culture, pacifiers, low SES, etc. |
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Term
Toddler's _________language vocabulary grown faster than the _________ language vocabulary.
Vocabulary growth is dependent on __________ and ____________.
Also, new words tend to relate to _____________ objects, events, and relationships. |
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Definition
receptive, expressive.
exposure, experience.
familiar. |
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Term
| Children "know" words as 5 levels. These levels are _____________. |
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Definition
Hierarchical.
1. Referential: words refer to a particular object, event, or relationship. (dog = the family dog)
2. Extended: word extends to other examples (other dogs).
3. Relational: produce several words by some meaningful context (doggy barking).
4. Categorical: understanding basic categories (dogs are animals).
5. Metalinguistic: children evaluate each word as a stimulus apart from its referent (if they have been read to). |
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Term
| _______% of a toddler's lexicon consist of ___________. They usually involve _________ ___________. |
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Definition
50%, nouns.
previous interactions. |
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Term
| Reflexive relations are early words that indicate the ______ of objects. |
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Definition
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Term
| Table 6-3 on page 237 lists the 4 reflexive relations.... |
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Definition
1. existence: child indicated awareness that an object exists (says this, that, here).
2. nonexistence: child indicated that an object does not exist in a setting where it has come to be expected (allgone, or saying bear when their toy is missing from its spot.)
3. disappearance: child indicated that an object that has been present is currently absent (allgone while ball in rolling under a chair).
4. recurrence: child indicated that an object that had disappeared and has since reappeared or that another identical object has appeared (says more, again, nuther). |
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Term
| Relational words are words that _________ ______________ among objects. There are 3 types.... |
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Definition
express relationships.
Attribution: these express individual characteristics (hot, funny, tall).
Action: actions associated with objects (eat, throw, kiss).
Location: words that occur in response to the locations of objects or directions of their movement (up, outside, it). |
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Term
| Combining words is significant because it indicates that toddlers: |
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Definition
- have advanced enough oral motor coordination to produce longer, more phonologically complex syllable strings.
-have the cognitive ability to perceive and respond to relationships between objects/events. |
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Term
| Characteristics of true 2-word utterances: |
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Definition
- production of two two words
- no distinct pauses between the words
- a single intonational contour envelops the words. |
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Term
Semantic-syntactic rules emphasize that _________ precedes and _________ form.
The meaning most frequently expressed by toddlers in two-word utterances increasingly shifts to ________. |
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Definition
meaning, influences.
action. |
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Term
| Brown's prevalent semantic relations in two-word utterances (table 6-5): |
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Definition
1. agent + action (mommy kiss)
2. action + object (pet doggy)
3. Demonstrative + entity (that spoon)
4. entity + locative (cereal bowl)
5. possesor + possession (mark toy)
6. attribute + entity (yummy snack) |
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Term
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Definition
- toddler's world's become open because they can walk, stand, run, etc.
- they generally understand that cause and effect of their behavior can influence a caregiver.
- they have object permanence. |
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Term
| Dore's Primitive Speech Acts: |
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Definition
1. calling: gaining another's attention
2. repeating: reproducing a part or all of an utterance.
3. labeling: should be obvious what this is.
4. greeting: addressing people when they appear.
5. answering: responding to questions.
6. protesting: expressing dislike/rejection.
7. request action: ask someone to do something.
8. requesting answer: asking for information. |
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Term
| Developing Dialogue involves ________ and _________. |
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Definition
| presupposition and topic initiation. (presupposition isn't really needed for toddlers because their conversations are not yet abstract). |
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Term
| Conversations with toddlers develop out of... |
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Definition
| things that have just engaged their attention. Dialogue usually follows. |
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Term
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Definition
- the speaker and listener appropriately switching roles.
- each turn should contribute something new to the conversation.
- even by 24 months, most toddlers take few turns, conversations are short. |
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Term
| The three tools for language development of toddlers are.... |
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Definition
1. selective imitation: portions of utterances, imitate words entering vocabulary.
2. Hypothesis testing- toddlers attempt a word and produce it with a rising intonation of a question. The intonation invites feedback from the caregiver.
3. Interrogative utterances: request for an appropriate word. "What is that?" |
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Term
| Tools for caregivers to help language development in toddlers: |
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Definition
| motherese (CDS) or prompts |
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Term
| The types of prompts are: |
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Definition
1. open-ended questions: "what happens if we don't feed the dog?"
2. wh-constituent questions: require toddlers to recall associated information from their experience and formulate a specific response. "what does a policemen do?"
3. confirmational questions: yes or no response.
4. elicited imitation: say this....
5. fill ins: requires a specific word or label response. |
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Term
| Caregivers can also use _______, ___________, and ___________. |
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Definition
1. turnabouts: comments/questions that maintain interaction.
2. expansions: caregiver adds grammatical info, usually in response to an incorrect utterance.
3. extensions: adds semantic information, is very effective. |
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Term
| In terms of books, toddlers like to... |
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Definition
| go through them themselves with pointing and labeling. |
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Term
| Speech pathologists can use ________ intervention and/or __________ intervention to help toddlers with language delays. |
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Definition
direct: child is directly seen by a speech pathologist.
indirect: speech pathologist trains caregivers/teachers to stimulate language development. |
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Term
| Some specific techniques for encouraging communication are: _________________,_____________,and _____________. |
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Definition
1. incidental teaching: taking advantage of a teachable moment.
2. asking open-ended questions
3. communicative temptations: encourage children to use language to get what they want. |
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