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Language Development in Early Childhood,9780023895449

Language Development in Early Childhood

by
Edition:
1st
ISBN13:

9780023895449

ISBN10:
0023895446
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Prentice Hall
List Price: $48.35
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Summary

This book efficiently combines theory, research, and practice to provide a solid foundation for understanding language development from birth to age eight. It focuses on supplying readers with a basic understanding of the phonetic, semantic, syntactic, morphemic, and pragmatic aspects of language knowledge acquired by young children and the ways in which this acquisition process can be enhanced in early childhood settings. Acquisition of knowledge of written language is also included as part of children's language development. Language in Our Lives; Learning and Language; Language Development Among Children of Linguistic Diversity; Language Development of Infants and Toddlers; Enhancing Language Development in Infants and Toddlers; Language Development in Preschoolers; Enhancing Language Development in Preschoolers; Language Development in Kindergartners; Enhancing the Language Development of Kindergartners; Language Development in the Primary Years; Enhancing Language Development in the Primary Years; Exploring Children's Use of Language: Assessment; Enhancing Language Development Among Children with Communicative Disorders; Fostering Language Development Through School-Home Connections.

Table of Contents

Language in Our Lives
1(21)
Becoming Speakers, Readers, and Writers
2(2)
Aspects of Language Knowledge
4(7)
Phonetic Knowledge
4(2)
Semantic Knowledge
6(1)
Syntactic Knowledge
7(1)
Morphemic Knowledge
8(1)
Pragmatic Knowledge
9(2)
Relationship of Aspects of Language Knowledge to Communication
11(1)
Levels of Language Knowledge
11(2)
Oral and Written Language Modes
13(2)
Critical Role of Children's Oral Language Competencies
15(2)
Insights from Research on Oral and Written Language
16(1)
Summary
17(1)
Chapter Review
18(1)
Chapter Extension Activities
19(1)
References
19(3)
Learning and Language
22(30)
Learning to Communicate: Theoretical Perspectives
23(7)
Behaviorist Perspective
23(2)
Nativist Perspective
25(1)
Cognitive Developmental Perspective
26(1)
Interactionist Perspective
27(1)
Vygotsky
27(3)
Acquiring Concepts and Concept Labels
30(4)
Role of Experiences in the Development of Semantic Knowledge
31(3)
Vocabulary Counts
34(1)
Home, Community, and School
34(8)
Patterns of Interaction: Overview
35(7)
Contexts of Language Acquistion
42(4)
Informal Settings, Formal Settings, and Routines
43(3)
Developmental Appropriateness
46(1)
Role of Teacher
46(1)
Summary
47(1)
Chapter Review
47(1)
Chapter Extension Activities
48(1)
References
49(3)
Language Development Among Children of Linguistic Diversity
52(35)
Language Differences
53(3)
Dialect Diversity
56(7)
Academic Register
59(1)
Teacher's Role in Encouraging Acquisition of Academic Register
60(1)
African American English Dialect
61(2)
Language Diversity and Second Language Acquistion
63(7)
Becoming Bilingual
64(1)
Distinctions Necessary Between Spanish and English
65(2)
Factors Influencing Second Language Acquisition
67(2)
Bilingualism at Home
69(1)
Bilingualism at School
70(1)
Programs for Second Language Learners
70(5)
Bilingual Education
71(1)
English as a Second Language (ESL)
72(1)
Submersion
73(1)
Immersion
73(1)
Dual Language Instruction or Two-way Bilingual Education
74(1)
Instructional Approaches
74(1)
Ways of Enhancing Development of Linguistic Diversity
75(5)
Teacher's Perspective
76(1)
Creating a Positive Classroom Environment
77(1)
Building on First Language Competencies
78(1)
Creating a Literacy Community
79(1)
Incorporate a Multicultural Approach in the Classroom Curriculum
80(1)
Summary
80(1)
Chapter Review
80(1)
Chapter Extension Activities
81(1)
References
82(4)
Appendix: Teacher Resources for Linguistic and Cultural Diversity
86(1)
Language Development of Infants and Tolders
87(33)
Infants' Perceptual Abilities
88(1)
Early Communication Contexts
89(1)
Aspects of Infants' and Toddlers' Language Development
89(1)
Infants' Phonetic Development
90(2)
Receptive Phonetic Knowledge
90(1)
Productive Phonetic Knowledge
90(2)
Toddlers' Phonetic Development
92(1)
Ear Infections/Otitis Media and Phonetic Development
93(2)
Prevalence
94(1)
Effects of Ear Infections
94(1)
Symptoms of Ear Infections
94(1)
Infants' Semantic Development
95(3)
Semantic Development of Toddlers
98(3)
Syntactic Development in Infancy
101(1)
Syntactic Development in Toddlerhood
102(3)
Morphemic Development in Infancy
105(1)
Morphemic Development in Toddlerhood
105(1)
Pragmatic Development in Infancy
106(1)
Pragmatic Development in Toddlerhood
107(3)
Conversations
107(1)
Emerging Written Language Knowledge
107(3)
Summary
110(1)
Chapter Review
110(1)
Chapter Extension Activities
111(1)
References
111(6)
Appendix: Ear Infections: Physiology and Treatment
117(3)
Enhancing Language Development in Infants and Toddlers
120(30)
Developmental Appropriateness of Curricula
121(1)
Infants
122(2)
General Guidelines for Interactions Between Caregivers and Infants
122(1)
General Guidelines for Infant Classroom Settings
123(1)
Infant Curricula
124(7)
Exploratory Activities
124(4)
Caregiver-Mediated Activities
128(2)
Routine Activities
130(1)
Toddlers
131(11)
Guidelines for Enhancing Language Acquisition Among Toddlers
131(1)
Exploratory Activities
132(5)
Caregiver-Mediated Activities
137(4)
Routine Activities
141(1)
Summary
142(1)
Chapter Review
142(1)
Chapter Extension Activities
143(1)
References
143(1)
Resource Books for Toddler Activities
144(1)
Appendix: Enhancing Language Development
145(5)
Language Development in Preschoolers
150(28)
Home Environment
151(3)
Classroom Environment
154(1)
Development of Phonetic Knowledge
155(3)
Development of Semantic Knowledge
158(3)
Development of Syntactic Knowledge
161(1)
Noun and Verb Phrase Complexity
161(1)
Negation
161(1)
Interrogatives
162(1)
Passive Sentences
162(1)
Development of Morphemic Knowledge
162(2)
Development of Pragmatic Knowledge
164(3)
Pragmatic Knowledge and Emergent Literacy
167(2)
Pragmatic Knowledge of Storybooks
169(2)
Summary
171(2)
Chapter Review
173(1)
Chapter Extension Activities
173(1)
References
174(3)
Appendix: Generalizations on the Order of Phoneme Acquisition
177(1)
Enhancing Language Development in Preschoolers
178(31)
Interactive Patterns
179(6)
Questioning
179(3)
Linguistic Scaffolding
182(2)
Mediation
184(1)
Conflict Resolution
185(1)
Curricular Activities for Enhancing Preschoolers' Language
185(18)
Encouraging Language Development Through Exploratory Activities
186(9)
Encouraging Language Development Through Teacher-Directed Activities
195(6)
Encouraging Language Development During Routines
201(2)
Curriculum Planning
203(1)
Summary
204(1)
Chapter Review
204(1)
Chapter Extension Activities
205(1)
References
206(1)
Teaching Resources
207(2)
Language Development in Kindergartners
209(22)
Development of Phonetic Knowledge
210(7)
Phonetic Knowledge of Oral Language
210(1)
Phonetic Knowledge of Written Language
211(1)
Evidence of Phonetic Knowledge in Reading Attempts
212(1)
Evidence of Phonetic Knowledge in Writing Attempts
212(5)
Development of Semantic Knowledge
217(2)
Defining Words
217(1)
Figurative Language
217(1)
Humor
217(1)
Story Vocabulary
218(1)
Semantic Knowledge in Story Re-Creations
218(1)
Development of Syntactic Knowledge
219(1)
Pronoun Usage
219(1)
Verb Phrase Expansion
220(1)
Passive Sentences
220(1)
Development of Morphemic Knowledge
220(2)
Comparatives and Superlatives
221(1)
Noun Suffix -er
222(1)
Possessives
222(1)
Development of Pragmatic Knowledge
222(5)
Pragmatic Knowledge of Oral Language
222(1)
Pragmatic Knowledge of Written Language
223(4)
Summary
227(1)
Chapter Review
227(1)
Chapter Extension Activities
228(1)
References
228(3)
Enhancing the Language Development of Kindergartners
231(20)
Guidelines for Teachers' Interactions with Kindergartners
232(2)
Language-Related Curricular Goals
234(1)
Language-Enhancing Activities Throughout Kindergarten
235(11)
Exploratory Activities
236(4)
Teacher-Directed Activities
240(5)
Routine Activities
245(1)
Summary
246(1)
Chapter Review
246(1)
Chapter Extension Activities
247(1)
References
248(2)
Teacher Resources
250(1)
Language Development in the Primary Years
251(19)
Development of Phonetic Knowledge
252(4)
Oral Language Knowledge
252(1)
Written Language Knowledge
253(3)
Development of Semantic Knowledge
256(2)
Vocabulary
256(1)
Figurative Language
256(2)
Development of Syntactic Knowledge
258(3)
Sentence Complexity
258(2)
Pronoun Reference
260(1)
Passive Sentences
260(1)
Development of Morphemic Knowledge
261(2)
Development of Pragmatic Knowledge
263(2)
Indirect Requests
263(1)
Pragmatic Knowledge of Written Language
263(2)
Summary
265(1)
Chapter Review
265(1)
Chapter Extension Activities
266(1)
References
266(4)
Enhancing Language Development in the Primary Years
270(20)
Teaching/Interaction Strategies
272(1)
Overview of Language-Related Primary Curricular Goals
273(1)
Key Role of Listening Competencies
273(1)
Planning Activities to Enhance Primary-Age Students' Language Development
274(1)
Exploratory-Discovery Center Activities
274(5)
Classroom Library Center
275(1)
Writing Center
275(2)
Content/Concept Learning Centers
277(1)
Word Walls
277(1)
Take-Home Exploratory Activities
277(2)
Teacher-Directed Activities
279(4)
Teacher Read-Alouds
279(1)
Oral Discussions
280(1)
Dramatic Improvisation
280(1)
Share-and-Tell
281(1)
Language Experience Stories
281(1)
Author's Chair
282(1)
Media Presentations
283(1)
Small Group Teacher-Directed Activities
283(3)
Word Study Activities
283(1)
Shared Reading
284(1)
Literature Circles
285(1)
Collaborative/Cooperative Projects
286(1)
Summary
286(1)
Chapter Review
287(1)
Chapter Extension Activities
287(1)
References
288(2)
Exploring Children's Use of Language: Assessment
290(37)
Relationship Between Assessment and Curriculum
291(1)
Determining the Purpose of Assessment: Formative and Summative
291(2)
Determining the Impact of Assessments on Curriculum and Classroom Environment
293(1)
Reviewing the Types of Assessments Available
293(1)
Informal Assessments
294(1)
Strengths
294(1)
Weaknesses
295(1)
Examples of Informal Assessment Measures
295(7)
Checklists and Observation Scales
295(3)
Anecadotal Records
298(1)
Audio and Videotape
298(2)
Primary Language Record
300(1)
Storybook-Based Language Observation
300(2)
Clay's Observation Survey
302(1)
Formal Assessments
302(5)
Scope of Development Measured
303(1)
Examiner Training
303(1)
Purpose Served by Measure: Diagnosis or Screening
304(1)
Strengths of Formal Measures
304(1)
Weaknesses of Formal Measures
305(2)
Overview of Specific Formal Assessment Instruments
307(1)
Developing a Portfolio on Language Acquisition
307(3)
Using the Assessment Information
310(1)
Working with Parents
311(1)
Assessment-Based Curricular Changes
312(1)
Summary
313(1)
Chapter Review
313(1)
Chapter Extension Activities
313(1)
References
314(2)
Appendices: Storybook-Based Language Observation Guidelines
316(3)
Example of a Storybook-Based Language Observation
319(8)
Enhancing Language Development Among Children with Communicative Disorders
327(12)
A Team Approach to Helping Children with Communicative Disorders
328(1)
Hearing Impairment
329(1)
Characteristics
329(1)
Techniques for Enhancing Language Development
330(1)
Cognitive Impairment
330(1)
Characteristics
330(1)
Techniques for Enhancing Language Development
331(1)
Language Delay
331(1)
Characteristics
331(1)
Techniques for Enhancing Language Development
331(1)
Articulation Disorders
332(2)
Characteristics
332(1)
Techniques for Enhancing Language Development
333(1)
Fluency Disorders: Stuttering
334(2)
Characteristics
334(1)
Techniques for Enhancing Language Development
335(1)
Summary
336(1)
Chapter Review
336(1)
Chapter Extension Activities
337(1)
References
337(2)
Fostering Language Development Through School-Home Connections
339(24)
Goals for Establishing School-Home Connections
340(2)
Increasing Parents' Awareness of Their Role
340(1)
Increasing Parents' Awareness of Classroom Curriculum
341(1)
Increasing Teacher's/School's Awareness and Understanding of Home Environment
341(1)
Establishing a Learning Community
342(2)
Mutual Respect
342(1)
Cooperation and Collaboration
343(1)
Frequent Communication
343(1)
Factors Influencing Family/Parental Involvement
344(2)
Parents' Own Experiences in School
344(1)
Cultural Diversity
345(1)
Parents' Work Obligations
345(1)
Parents' Perceptions of Available Opportunities for Involvement
345(1)
Opportunities for Participation and Involvement
346(1)
Types of Interaction in School-Home Connections
346(1)
Encouraging Parents to Come to School
346(5)
Informal Conversations and Social Events
347(1)
Open House
348(1)
Conferences
348(2)
Newsletters
350(1)
Home Visits
351(1)
Telephone Calls
351(1)
At-Home Learning Activities
351(4)
Conversations
353(1)
Modeling
353(1)
Collaborative Sharing
354(1)
In-Class Participation
355(1)
Characteristics of Successful Parent Programs
356(1)
Examples of Successful Home-School Connections
357(1)
Summary
358(1)
Chapter Review
358(1)
Chapter Extension Activities
359(1)
References
359(3)
Appendix: Recommended References for At-Home Language/Literacy Activities
362(1)
Glossary 363(6)
Index 369

Excerpts

Language Development in Early Childhoodis a book about language development from birth through age 8. It is a foundational text that incorporates theory and research as well as guidelines for enhancing language development in early childhood settings. This book provides a comprehensive view of language development, focusing on the acquisition of phonetic, semantic, syntactic, morphemic, and pragmatic language knowledge. Acquisition of knowledge of written language is also included as part of children's language development. This text is designed for use as the main text in an undergraduate language development course for majors in Early Childhood Education or Child Development. It could also be used as a supplementary text in early childhood language arts or reading methods courses.


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