Language Development In Early Childhood,9780131187719

Language Development In Early Childhood

by
Edition: 2nd
ISBN13: 9780131187719
ISBN10: 0131187716
Format: Paperback
Pub. Date: 2006-01-01
Publisher(s): Pearson College Div
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Summary

Language Development in Early Childhood, Second Edition, provides foundational, comprehensive coverage of language development theory and guidelines for enhancing language development in children from birth to age 8. It not only helps readers achieve a basic understanding of the phonetic, semantic, syntactic, morphemic, and pragmatic aspects of language knowledge acquired by young children but also offers concrete 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. Keys changes to this edition include bull; bull;more guidelines and practical strategies for supporting language development in young children bull;expanded content on brain development, ESL/diversity, phonemic awareness, and interactive writing Instructor Resources: Instructor's Manual and Test Bank, PowerPoint Slides

Table of Contents

Language in Our Lives
1(22)
Becoming Speakers, Readers, and Writers
2(1)
Aspects of Language Knowledge
3(11)
Phonetic Knowledge
4(2)
Semantic Knowledge
6(2)
Syntactic Knowledge
8(1)
Morphemic Knowledge
9(1)
Pragmatic Knowledge
10(3)
Relation of Aspects of Language Knowledge to Communication
13(1)
Levels of Language Knowledge
14(2)
Oral and Written Language Modes
16(2)
Critical Role of Children's Oral Language Competencies
18(3)
Insights from Research on Oral and Written Language
19(2)
Summary
21(1)
Chapter Review
22(1)
Chapter Extension Activities
22(1)
Learning and Language
23(38)
Learning to Communicate: Theoretical Perspectives
23(11)
Nativist Perspective
24(2)
Cognitive Developmental Perspective
26(2)
Behaviorist Perspective
28(1)
Interactionist Perspective
29(5)
The Brain's Role in Language Acquisition
34(5)
Conceptual Development and Language
39(5)
Role of Experiences in the Development of Semantic Knowledge
40(4)
Measuring Semantic Growth
44(1)
Home, Community, and School
44(9)
Patterns of Interaction: Overview
44(9)
Contexts of Language Acquisition
53(4)
Informal Settings, Formal Settings, and Routines
54(3)
Developmental Appropriateness
57(1)
Role of Teacher
57(1)
Summary
58(1)
Chapter Review
58(1)
Chapter Extension Activities
59(2)
Language Development Among Children of Linguistic Diversity
61(33)
Language Differences
62(11)
Dialect Diversity
62(2)
Culture and Language
64(4)
African American English Dialect
68(2)
Academic Register
70(3)
Language Diversity and Second Language Acquisition
73(7)
Becoming Bilingual: Acquiring Two Languages
73(3)
Distinctions Necessary Between Spanish and English
76(1)
Factors Influencing Second Language Acquisition
77(3)
Programs for Second Language Learners
80(7)
English as a Second Language (ESL)
82(1)
Bilingual Education
82(1)
Immersion Programs
83(1)
Submersion Approach
84(1)
Foreign Languages in the Elementary School (FLES)
85(1)
Instructional Approaches
85(2)
Ways of Enhancing Development of Linguistic Diversity
87(4)
Teacher's Perspective
87(1)
Creating a Positive Classroom Environment
88(1)
Building on First Language Competencies
89(1)
Creating a Learning Community
90(1)
Summary
91(1)
Chapter Review
91(2)
Chapter Extension Activities
93(1)
Language Development of Infants and Toddlers
94(31)
Infants' Perceptual Abilities
95(1)
Early Communication Contexts
95(2)
Aspects of Infants' and Toddlers' Language Development
97(1)
Infants' Phonetic Development
98(2)
Receptive Phonetic Knowledge
98(1)
Expressive Phonetic Knowledge
98(2)
Toddlers' Phonetic Development
100(2)
Health Problems and Phonetic Knowledge Development
102(2)
Ear Infections: Otitis Media
102(1)
Physical Malformations in the Speech Mechanism
103(1)
Infants' Semantic Development
104(3)
Semantic Development of Toddlers
107(3)
Syntactic Development in Infancy
110(2)
Syntactic Development in Toddlerhood
112(2)
Morphemic Development in Infancy
114(1)
Morphemic Development in Toddlerhood
115(1)
Pragmatic Development in Infancy
116(1)
Pragmatic Development in Toddlerhood
117(5)
Summary
122(1)
Chapter Review
122(1)
Chapter Extension Activities
123(2)
Enhancing Language Development in Infants and Toddlers
125(29)
Developmental Appropriateness of Curricula
126(1)
Infants
127(3)
General Guidelines for Interactions Between Caregivers and Infants
127(3)
General Guidelines for Infant Classroom Settings
130(1)
Infant Curricula
130(7)
Exploratory Activities
130(4)
Caregiver-Mediated Activities
134(2)
Routine Activities
136(1)
Toddlers
137(3)
General Guidelines for Caregiver Interactions with Toddlers
137(3)
Toddler Curricula
140(12)
General Guidelines for Curricula in Toddler Classrooms
140(12)
Summary
152(1)
Chapter Review
153(1)
Chapter Extension Activities
153(1)
Language Development in Preschoolers
154(28)
Home Environment
155(4)
Classroom Environment
159(3)
Development of Phonetic Knowledge
162(2)
Development of Semantic Knowledge
164(4)
Development of Syntactic Knowledge
168(2)
Noun and Verb Phrase Complexity
169(1)
Negation
169(1)
Interrogatives
169(1)
Passive Sentences
170(1)
Development of Morphemic Knowledge
170(2)
Development of Pragmatic Knowledge
172(3)
Pragmatic Knowledge and Emergent Literacy
175(2)
Pragmatic Knowledge of Storybooks
177(3)
Summary
180(1)
Chapter Review
181(1)
Chapter Extension Activities
181(1)
Enhancing Language Development in Preschoolers
182(36)
Guidelines for Interactions with Preschoolers
183(10)
Questioning
183(4)
Linguistic Scaffolding
187(2)
Mediation
189(2)
Conflict Resolution
191(1)
Summary Thoughts for Conversations with Preschoolers
192(1)
Curricular Activities for Enhancing Preschoolers' Language
193(22)
Encouraging Language Development Through Exploratory Activities
193(13)
Encouraging Language Development Through Teacher-Guided Activities
206(6)
Encouraging Language Development During Routines
212(3)
Curriculum Planning
215(1)
Summary
216(1)
Chapter Review
216(1)
Chapter Extension Activities
217(1)
Language Development in Kindergartners
218(21)
Development of Phonetic Knowledge
219(6)
Phonetic Knowledge of Oral Language
219(1)
Phonetic Knowledge of Written Language
220(1)
Evidence of Phonetic Knowledge in Reading Attempts
220(1)
Evidence of Phonetic Knowledge in Writing Attempts
220(5)
Development of Semantic Knowledge
225(3)
Defining Words
226(1)
Figurative Language
227(1)
Humor
227(1)
Kindergartners' Story Vocabulary
227(1)
Semantic Knowledge in Story Re-Creations
228(1)
Development of Syntactic Knowledge
228(2)
Pronoun Usage
229(1)
Verb Phrase Expansion
229(1)
Passive Sentences
230(1)
Development of Morphemic Knowledge
230(2)
Verb Tense
231(1)
Comparatives and Superlatives
231(1)
Noun Suffix -er
231(1)
Possessives
232(1)
Development of Pragmatic Knowledge
232(5)
Pragmatic Knowledge of Oral Language
232(1)
Pragmatic Knowledge of Written Language
233(4)
Summary
237(1)
Chapter Review
237(1)
Chapter Extension Activities
238(1)
Enhancing the Language Development of Kindergartners
239(23)
Overview of Kindergarten Curricula
239(2)
Guidelines for Teachers' Interactions with Kindergartners
241(3)
Language-Related Curricular Goals
244(1)
Goal One: Increase Children's Ability to Communicate Orally in Instructional and Conversational Settings
244(1)
Goal Two: Encourage an Awareness of the Purposes of Reading and Writing
244(1)
Goal Three: Increase Listening Comprehension
244(1)
Goal Four: Increase Vocabulary Through Conceptual Development
245(1)
Goal Five: Increase Children's Awareness of the Process of Communicating by Using Written Language
245(1)
Language-Enhancing Activities Throughout Kindergarten
245(1)
Exploratory Activities
245(7)
Learning Center Activities
246(5)
Outdoor Play
251(1)
Sand/Water Table
251(1)
Teacher-Guided Activities
252(7)
Share-and-Tell
252(1)
Storybook Time
252(3)
Dictated and Interactive Writing
255(2)
Calendar Time
257(1)
Language Games
258(1)
Routine Activities
259(1)
Arrival and Departure
259(1)
``Specials'' Within the School Building
259(1)
Summary
260(1)
Chapter Review
260(1)
Chapter Extension Activities
261(1)
Language Development in the Primary Years
262(19)
Development of Phonetic Knowledge
263(4)
Oral Language Knowledge
263(1)
Written Language Knowledge
264(3)
Development of Semantic Knowledge
267(3)
Vocabulary
267(1)
Figurative Language
268(1)
Humor
268(2)
Development of Syntactic Knowledge
270(3)
Sentence Complexity
270(2)
Pronoun Reference
272(1)
Passive Sentences
273(1)
Development of Morphemic Knowledge
273(3)
Development of Pragmatic Knowledge
276(3)
Oral Language Pragmatics
276(1)
Indirect Requests
276(1)
Pragmatic Knowledge of Written Language
276(3)
Summary
279(1)
Chapter Review
279(1)
Chapter Extension Activities
280(1)
Enhancing Language Development in the Primary Years
281(25)
Interaction Patterns for Primary Classrooms
283(1)
Overview of Language-Related Primary Curricular Goals
284(1)
Key Role of Listening Competencies
285(1)
Planning Activities to Enhance Primary-Age Students' Language Development
286(1)
Exploratory-Discovery Center Activities
287(7)
Classroom Library Center
288(1)
Writing Center
288(3)
Content-Concept Learning Centers
291(1)
Word Walls
291(2)
Take-Home Exploratory Activities
293(1)
Teacher-Directed Activities
294(6)
Teacher Read-Alouds
294(1)
Oral Discussions
295(2)
Creative Drama
297(1)
Share-and-Tell
298(1)
Language Experience and Interactive Writing
299(1)
Author's Chair
300(1)
Media Presentations
300(1)
Small-Group Teacher-Directed Activities
300(4)
Word Study Activities
301(1)
Shared Reading
301(1)
Literature Circles
302(1)
Collaborative-Cooperative Projects
303(1)
Summary
304(1)
Chapter Review
304(1)
Chapter Extension Activities
305(1)
Exploring Children's Use of Language: Assessment
306(25)
Relation Between Assessment and Curriculum
307(3)
Determining the Purpose of Assessment
307(2)
Determining the Impact of Assessments on Curriculum and Classroom Environment
309(1)
Reviewing the Types of Assessments Available
310(1)
Informal Assessments
310(1)
Strengths
310(1)
Weaknesses
311(1)
Examples of Informal Assessment Measures
311(7)
Checklists and Observation Scales
311(3)
Anecdotal Records
314(1)
Audiotapes and Videotapes
314(2)
Examples of Comprehensive Informal Language Assessments
316(2)
Formal Assessments
318(4)
Scope of Development Measured
319(1)
Examiner Training
319(1)
Purpose Served by Measure: Diagnosis or Screening
319(1)
Strengths of Formal Measures
320(1)
Weaknesses of Formal Measures
321(1)
Overview of Specific Formal Assessment Instruments
322(1)
Developing a Portfolio on Language Acquisition
323(3)
Using the Assessment Information
326(2)
Working with Parents
328(1)
Assessment-Based Curricular Changes
328(1)
Summary
329(1)
Chapter Review
329(1)
Chapter Extension Activities
330(1)
Enhancing Language Development Among Children with Communicative Disorders
331(12)
A Team Approach to Helping Children with Communicative Disorders
332(1)
Hearing Impairment
333(1)
Characteristics
333(1)
Techniques for Enhancing Language Development Among Children with Hearing Impairment
334(1)
Articulation Disorders
334(2)
Characteristics
334(1)
Techniques for Enhancing Language Development Among Children with Articulation Disorders
335(1)
Fluency Disorders
336(3)
Characteristics
336(1)
Techniques for Enhancing Language Development Among Children Who Stutter
337(2)
Specific Language Impairment (SLI)/Language Delay
339(1)
Characteristics
339(1)
Techniques for Enhancing Language Development Among Children with SLI or Language Delay
339(1)
Cognitive Impairment
340(1)
Characteristics
340(1)
Techniques for Enhancing Language Development Among Children with Cognitive Impairment
340(1)
Making Referrals for Children At Risk for Communicative Disorders
341(1)
Summary
341(1)
Chapter Review
341(1)
Chapter Extension Activities
342(1)
Fostering Language Development Through School-Home Connections
343(22)
Goals for Establishing School-Home Connections
344(2)
Increasing Parents' Awareness of Their Role
344(1)
Increasing Parents' Awareness of Classroom Curriculum
345(1)
Increasing Teacher's/School's Awareness and Understanding of Home Environment
345(1)
Establishing a Learning Community
346(2)
Mutual Respect
346(1)
Cooperation and Collaboration
347(1)
Frequent Communication
347(1)
Factors Influencing Family/Parental Involvement
348(2)
Parents' Own Experiences in School
348(1)
Cultural Diversity
348(1)
Parents' Work Obligations
349(1)
Parents' Perceptions of Available Opportunities for Involvement
349(1)
Opportunities for Participation and Involvement
350(1)
Types of Interaction in School-Home Connections
350(1)
Encouraging Parents to Come to School
350(5)
Informal Conversations and Social Events
350(1)
Open House
351(1)
Conferences
352(2)
Newsletters
354(1)
Home Visits
355(1)
Telephone Calls
355(1)
At-Home Learning Activities
355(4)
Conversations
357(1)
Modeling
357(1)
Collaborative Sharing
358(1)
In-Class Participation
359(1)
Characteristics of Successful Parent Programs
360(1)
Examples of Successful Home-School Connections
361(1)
Summary
362(1)
Chapter Review
363(1)
Chapter Extension Activities
363(2)
Appendix A Teacher Resources for Linguistic and Cultural Diversity 365(1)
Appendix B Ear Infections: Otitis Media 366(3)
Appendix C Resource Books for Toddler Activities 369(1)
Appendix D Enhancing Language Development Among Infants and Toddlers 370(4)
Appendix E Generalizations on the Order of Phoneme Acquisition 374(1)
Appendix F Teaching Resources for Enhancing Preschool Children's Language Development 375(1)
Appendix G Teacher Resources for Kindergarten 376(1)
Appendix H Resources for Word Study Activities 377(1)
Appendix I Recommended References for At-Home Language/Literacy Activities 378(1)
Appendix J Example of Storybook-Based Language Observation 379(10)
Glossary 389(6)
References 395(20)
Index 415

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