Theoretical Perspectives
Gardner's Theory
Theory of Multiple Intelligences
Level of concept development that is too difficult for the child to accomplish alone but can be achieved with the help of adults or more skilled children through scaffolding
Zone of proximal development
Language that includes sound production, vocab development, and the development of syntax
Expressive Language
Spelling that young children create based on their perceptions of sound-symbol relationships
Invented/developmental spelling
Preschool that is available to all children of preschool age
universal preschool
Number of intelligences in Gardner's theory
10
The ability to hold information in mind and use it
Working Memory
Speech that implies more than the actual words uttered
Indirect speech
Children can't learn about reading and writing at the same time..True or False?
False
A language delay that may be accounted for by hearing loss or another type of disability
secondary delay
Preschoolers learn from statistical probabilities and observations of the environment
Computational theory
Understanding cardinality is a part of what type of thinking
Mathematical thinking
When do connectives such and then, because, so if, etc. begin to appear?
4 years or older after conjunction develops
Relationship of letters (symbols) of the alphabet to sounds
graphophonemic
Roles of the early childhood professional
-provide opportunities for individual and social construction
-provide opportunities for language devp and accommodate special language needs
-provide language rich environment
-provide props and play materials
-provide support and resources for families experiencing poverty
Personal Characteristics must be considered in planning for that child's learning experiences
Individuation
One thing 48-52 month old children can do in terms of scientific thinking
-Add time concepts to weather comparisons
-able to group materials into states such as solids and liquids
-can understand and explain how to care for the environment
How communication patterns differ within and among cultural groups
-How much animation/emotion are expressed
-How direct or indirect a person is when listening or speaking
-How much eye contact there is when listening or speaking to another person
-how often gestures used
-amount of pause time
-how much touch occurs or how much space between people
Purpose of using predictable books
-facilitate print awareness
-encourage children to internalize the story lines
-children become aware of text and how it works
Importance of make believe play
contributes to:
- to social skills
-emerging mathematical abilities
-mastery of early literacy concepts
-self-regulation
Criticisms of Gardner
Not redefining intelligence but simply applying the words to what have previously been acknowledges as abilities or attributes
Evidence of symbolic thought
-use of language becomes more complex
-demonstration of an understanding of things that are not concrete
-Drawings and painting are less process oriented and become ways to represent people, objects, and events
Failure or inability to learn language stems from...
(1) environments that fail to provide adequate quantity and quality of linguistic input,
(2) auditory impairments,
(3) physiological limits on learning and communicative skills
How do oral language and written language differ?
-spoken language relies on the immediate context of the situation to provide needed meaning
-written language must be more formal and complete so the reader can comprehend the meaning
What teachers can do to support children with language delays
-enhance the print knowledge by using print-focused read-alouds
-support assistive technology
-offer coaching and extra help
-support specialized treatments