Key terms
- Created by: laurenbw99
- Created on: 24-03-17 19:28
The process of writing development
Oracy- an individual's development of speaking and listening skills
Literacy- an individual's development of reading and writing skills
Tripod grip- the way in which a pen or pencil should be held, using the thumb, forefinger and middle finger
Gross motor skills- the skills associated with larger movements, for example, walking, jumping, climbing, waving
Fine motor skills- the skills associated with more precise movements, for example with the fingers; this might be writing, sewing, playing with lego or using scissors
Directionality- the process of writing from left to right
Skinner key terms
Operant conditioning- the idea that either a positive or negative response given by a caregiver can influence the way in which a child talks on future occasions
Positive reinforcement- the positive feedback given to a child which is thought to encourage similar performance again
Negative reinforcement- the lack of feedback, correction or negative feedback that might prevent a child from making the same error repeatedly
Chomsky key terms
LAD (Language Acquisition Device)- as proposed by Chomsky, the idea that all humans are born with an innate language learning capacity
Tabula rasa- latin for "blank slate" and the term used to describe the idea that children are born with undeveloped, fresh brains
Universal grammar- term coined by Chomsky, the notion that all human languages possess similar grammatical properties which the brain is "hard wired" to be able to decode and use
Virtuous errors- grammatical errors that are understandable and logical through an incorrect assumption being made about grammar rules
Bruner key terms
LASS (Language Acquisition Support System)- system as proposed by Bruner, the caregivers and other individuals who play a key role in a child's language development
Scaffolding- the support provided by caregivers through modelling how speech ought to take place, in order to help the child's language development
Piaget key terms
Cognitive development- a child's development of thinking and understanding
Egocentric- thinking only of themselves, without understanding or regard for the feelings of others
Object permanance- an understanding that objects continue to exist even when they can't be seen or touched
Vygotsky key terms
MKO (More Knowledgeable other)- the older participant in an interaction who might offer support to a child so that they can further their own development or learning
ZPD (Zone of Proximal Development)- describes the area between what a child can already do and what is beyond their reach. It is the area into which a caregiver might enable the child to progress by offering the necessary support or scaffolding to facilitate learning
Tomasello key terms
Usage based linguitics- a model that emphasises that language structure emerges from use in that linguistic patterns are formed and become what we know as grammatical reconstuctions
Child language development
Communicative competence- the ability to form accurate and understandable utterances, using the grammar system, and to understand the social context for using them
Proto words- "made up" words that a child will use to represent a word they might not be able to pronounce
Phoneme- any of the perpetually distinct units of sound in a specified language that distinguish one word from the other
Morpheme- a meaningful morphological unit of a language that cannot be further divided
Child language development
Vowel- a speech sound which is produced by comparatively open configuration of the vocal tract, with vibration of the vocal cords but without audible friction, and which is a unit of the sound system of a language that forms the nucleus of a syllable
Consonant- a basic speech sound in which the breath is at least partly obstructed and which can be combined with a vowel to form a syllable
Diphthong- a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves towards another
Addition- adding an addition suffix to the end of a word to change how it is pronounced/interpreted
Child language development
Digraph- a combination of two letters representing one sound, as in ph and ey
Trigraph- a group of three letters representing one sound, for example igh
Split digraph- when a digraph is split by a consonant it becomes a split digraph, for example: wrote – the 'oe' here make one sound
Articulatory ease- how easy it is to articulate words
Perceptual discriminability- ability to perceive a difference
Diminuative- the reduction in scale of an item through the way this word is created
Child directed speech
Child directed speech- the various ways in which a caregiver unconsciously adapts their speech in order to aid a child in their language development
Expansion- where a caregiver might develop the child's utterance to make it more grammatically complete
Recast- the grammatically incorrect utterance is spoken back in the correct way
Mitigated imperatives- instructions given as a gentle suggestion
Child language development
Hyponym- more specific words that can be defined within the more generic hypernym e.g. spoon
Hypernym- more generic term that is connected to more specific word choices that are all within the same semantic field e.g. cutlery
Bound morpheme- if the unit doesn't make sense on its own, but relies on other units to make sense, it is referred to as a bound morpheme e.g. ing
Unbound morpheme- if the unit makes sense on its own then it is unbound or free e.g. park
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