The Internet offers us a great number of possibilities and opportunities to continue learning as at school, but from home, from the office, from where they are located.
Nowadays, the access to videos and applications is easy... Most of videos and apps that we share are meant to review letters, sounds, numbers and other PreK concepts. With our mobile devices we can accelerate our learning, as well as having fun! why not to try with kids, too?
I want to share with you the steps to follow to work them at home.
1. Full video viewing.
First of all, we invite our "campeones" to watch a funny video, the ones that we use at school. We don't need to spend so much time during this activity since most of videos are short. If this is the first time you see them, please pay attention to the video, since the following activities are related to them.
To check comprehension, we can ask you questions like:
- What's the video about? - What do you like the most? - What is your favorite __________? - Can you draw (and / or write, if they already know) what you liked the most?
2. View by parts.
We'll work with the video little by little. Why pauses?
Because we will stop to repeat and produce the sounds of the letters or words that appear in the video. In case of difficulty, we will help our kids by inviting them to see it again or we will teach them how to do it.
For example, in the video that we give as an example, we find the first letter: A.
We pause and ask: - What letter is it? - What is the name of this letter? - What is the sound of this letter?
(Let's try to avoid expressions like "you know how ...", since the little ones will respond most of the times and they will not produce them).
In case of presenting difficulties we will use the image (APPLE), and we ask them the following questions: What fruit do you see? What is it? Can you say/pronounce its first sound? (or the last since both are A in this case)
We positively reinforce their answers with the following expressions: "very good" "Excellent"
"Great job"
If, on the other hand, we do not have positive answers, we try to offer them other help such as "repeat after me ...". We can teach them how to trace the letters on the screen while we (together) repeat the sound and name it.
For the most advanced students, we can invite them to the following activities-games:
- I see, I see a little thing that starts with the letter ... And they have to guess what is the one that starts with that letter.
- How many things in the room begin with this letter?
- How many things in the room end with this letter?
- Tell me other words that you know start / end with this letter.
Other variants can be write and read. For example, with one of your favorite book stories you can ask the same questions that we have asked for the room.
3- Again full viewing of the video without sound.
In this last part of the activities we can see the full video again and play to see how many letters and sounds you know. For each one that they know (by themselves) we can make points and those points can be exchanged for things they like. By doing so we motivate them to learn the letters and sounds, it will be very fun!
Can you try at home? How many points will you get?
En este video podran ver como trabajamos sobre el arbol de navidad con nuestros alumnos de dual language prek de Roosevelt ES - HoustonISD.
Actividades de conexion, introduccion y presentacion, lectura y visionado de historias, una actividad de arte, escritura, smartboard con gran grupo y una pequena muestra de "small group".
En nuestro salon cada centro de trabajo (workstation) supone una gran oportunidad de aprendizaje. Estas oportunidades de aprendizaje tambien suceden cuando los estudiantes participan y
colaboran en el proceso de ensenanza-aprendizaje de los demas companeros/as.
En este caso Aaron (hablante de espanol) ensena una palabra del vocabulario del proyecto de otono: GRACIAS. Como pueden ver en el video, Aaron ensena como hacer las letras con los bloques, incluyendo su grafia, nombre y sonido, a Sergio (hablante de ingles, aprendiz de espanol) tomando como referencia la palabra del smartboard.
Esta semana empezamos con la parte del proyecto que se llama "Accion de Gracias". Tras haber contado la historia de los peregrinos y los nativos americanos, aprendimos la razon de esta festividad y esta maravillosa palabra: Gracias.
El agradecimiento y la gratitud son las puertas de las demas virtudes. Por este motivo, comparto mi mensaje de agradecimiento: estoy agradecido por lo que me ensenan mis propios estudiantes, paciencia para con los demas, conocimiento de si mismos y de los demas y una vision e imaginacion que va mas alla de lo que nos rodea.
Como aprender a leer y escribir vocabulario de otono?
En este video presentamos una actividad para trabajar el vocabulario que estamos trabajando en esta unidad: el otono.
Tras haber visto con ellos el abecedario del otono, vamos a utilizar algunas de sus palabras y dibujos para trabajar la identificacion de las letras y su escritura.
Elegimos un dibujo, en nuestro caso: un pavo (parte del vocabulario que pertenece a Accion de Gracias) y procedemos a
separar sus sonidos
/p/
/a/
/v/
/o/
Con la ayuda de los amigos de clase podemos averiguar la respuesta. Es importante darles su oportunidad tanto de aprender como de equivocarse, pedir ayuda o buscar una solucion a sus problemas.
Posteriormente, procedemos a la eleccion de las letras magneticas y despues a su escritura.
"In order to wish to read, the child has to know that reading will be useful to him, he/she must be convinced that the whole world will have wonderful experiences, he/she will dissipate his/her ignorance, help him/her understand the world and direct his/her destiny"
(Quintanal Díaz, 1999)
As a teacher reading is a very important activity that involves school and family, so I´ll write some posts about this importance of this activity. This first article is about the definition of reading and the fundamental ideas that complement this definition.
Many authors define reading, José Quintanal Díaz (1999) defines Reading as "an activity of the first order that should be strengthened and, above all, it is necessary to learn." (free translation from the original quote) Bernal Pinilla defines reading as "the action of deciphering the symbols of a message; understand their meanings; relate them to known meanings, appropriate some new element and develop them through the process of creativity. " (Bernal, 2011: 6-8). And he explains it to us in the following way:
1.Action to decipher the symbols of a message.
Image of a child deciphering symbols
The act of reading is free, and in that sense the reader exercises his will, fulfilling a wish. On the other hand, reading implies the action of recognizing the signs of the message, and in the first term, the fact of knowing them. Knowledge of linguistic symbols is usually acquired in the early stages of schooling. That is, according to Quintanal Diaz reading requires an effort on the part of the subject who intends to read.
Children tend to instinctively reject what is expensive, so it is the teacher's job to sweeten that effort and that the task of reading for the student is interesting, stimulating, natural, free, playful and enjoyable. At home, his/her family can help with the same features (we´ll dedicate another post about the importance of reading at home and tools and resources to use at home)
2. Action to understand the meanings of the message.
The action of reading goes beyond the simple decoding of symbols, which is useless without a true understanding. The reading process has a second, important stage, which consists in interpreting, assimilating, and comprehension of the written message. A process that is only achieved when the reader learns as a child to correctly decipher the signs. That is why it is the teacher's task to deliver the student in his/her infancy varied, attractive, meaningful and pleasant materials. And, of course, encourage them to deepen, to imagine, to fantasize and to relate what they read with what they know, that is helping them make connections. Making connections with their reality will active their background knowledge to build the new contents. This idea is called "scaffolding", we´ve posted an article about this. By reading and its daily practice, children will have the ability to be immerse naturally, easily and without trauma, into ever more complex texts. And more importantly, to take advantage of them and enjoy them in depth.
3. Getting familiar with known meanings.
We can affirm that reading is learned by reading, that is, with practice.
Reading is a process that feedbacks; the more reading, the better the reader gets more familiar with the new meanings to those he/she already knew. This creates the possibility of interpreting with greater clarity, ease, depth and enjoyment of the new readings.
4. Taking some new element.
Reading has a great virtue from the point of view of information. Reading gives to readers new ideas and knowledge that become part of them: each text gives us the opportunity of integrating to our cultural background new knowledge and new possibilities to analyze aspects of life that begins to know through what is read.
5. Developing creativity.
During the first years of life, for children it is fundamental the contact with nature, with peers, etc... But there is no greater stimulus for the development of our creativity than reading. That puts the human being in contact with a thousand and some realities that would otherwise be impossible to meet at such a young age. Reading, in addition, allows us to unlimitedly develop imagination and fantasy, fundamental ideas of all creativity.
"El principio de la educación es predicar con el ejemplo." A. R. J. Turgot.
Después del CUENTO de esta tarde, ¿comprobamos cómo ayudan los cuentos en el aprendizaje de nuestr@s peques?
¿Tienen los cuentos valor educativo?
¿Hay que descartar los cuentos clásicos o adaptarlos a nuestros tiempos?
¿Contar cuentos? Parece que las nuevas tecnologías están modificando esta costumbre.
Muy interesante el debate sobre los cuentos, cómo se abordan sus historias y sus aplicaciones pedagógicas.
http://www.rtve.es/alacarta/videos/para-todos-la-2/para-todos-2-debate-educar-cuentos/2799680/
Coloquio entre Sonia Kliass, psicóloga en desarrollo infantil; Gemma Pujals, profesora de Didáctica de la Lengua y literatura y Albert Marquès, narrador profesional.
Early Childhood Education is the foundation of everything, including the love of reading.
Our children love to be read and told stories, but we can do many more for them, such as those proposed here:
To start talking about READING, and they way we can have fun by doing so, we can start with an important general idea: The need of reading ALSO after school.
Why isn't the family going to help with reading?The family environment is an important factor in helping children with learning, in general. Families can contribute to provide an environment that encourages positive developments in the reading of the youngest students:
Talk with your children. Gradually they will increase their vocabulary, stimulate them to ask questions about everything that interests them, surround and answer them. The more words they hear the more words they will know and the more words they can use in their daily conversation.
Listen to them and teach them how to listen to others. The more you talk and appreciate what you say, the better you can develop appropriate language patterns.
Read them. Every time you read, you are developing your love and interests for books and for reading; by reading you are helping them acquire a more elaborate language, which is ideal for their intellectual development.
HERE YOU HAVE SOME IDEAS THAT CAN HELP YOU TO GET IT
Turn off the TV. Make it normal to have it turned off. Turn it on only to see a specific program. Television, in addition to distracting attention, does not encourage reading.
With younger children, look at children's picture books and tell stories. Stay alert to what you are interested in each time, to provide books that speak of it.
When you start reading, help you choose books of interest. You can ask your teachers for information, in libraries or bookstores.
After reading a book, talk about it together. Let him realize that for you the book is an important thing, as it will be for her or him.
Often visit the library with your son or daughter. Explain how and where you can get the books, and where you should leave them. Give him time to look at them and read them, even if he does not know the letters yet.
Have your daughter or child see you enjoying a book, magazine or newspaper. Tell them what you think about reading and invite them to participate.
Read with him or her for at least 15 minutes a day. EVERYDAY. And value these moments as true acts of communication and fun; never as an obnoxious obligation.
Take advantage of the moment when your sons and daughters go to read stories and stories with them. Get accustomed to reading a few minutes every night.
CONCRETE READING ACTIVITIES THAT WE CAN DO AT HOME
Read to your son or daughter. Show them the various forms of literature through the writings: stories, poetry, comics, comics, journalistic narration, ... Show them also different texts that we can see at home customarily: bills, letters, recipes, cinema, the notes we send from school, and all the written texts you have.
The stories are the first contact of the boy and the girl with the books. When you tell or read a story you create a fantasy world that allows you to stimulate your child's imagination. Apart from having fun, they can be used to introduce new vocabulary, to use new expressions of the language, to learn to listen, to attend, to read.
The stories that come out on TV replace those you can tell them. The exchange is different. The words read are not directly associated with any image, which causes a freer development of the imagination.
Look for bookstores, books, stories, magazines of interest for your child, according to their age and interests. Learn to choose what you like, while you guide.
Read a story but skip a word from time to time. Ask him to say a word that fits the meaning of the phrase.
Write words on tokens and ask them to associate them with drawings or objects at home. Write several letters in chips and ask your child to make words.
Take responsibility for a family calendar where you have to register and keep up with family events: parties, anniversaries, birthdays, trips, excursions ...
If there is a computer give your son or daughter the opportunity to use it. Maybe start by putting your names or by copying phrases from your favorite book.
Have her look for photos she likes in old magazines. Ask him to cut them and put titles to each one. Make them cut out words from newspaper headlines or commercials. Have them stick on a notebook and draw pictures in relation to those words.
Leave some time to sing songs or nanas with your son or daughter. Ask him to repeat his favorite children's songs or those we sing in class.
Cut out comic strips from the newspaper or magazines and ask your child to put the bullets in the correct order.
Ask her what words she would like to learn. Write them down in sheets and have your child place them alphabetically or by topic in a specially prepared box.
While preparing the meal, ask him to help you by reading parts of the recipe or by making a special menu.
Before the family embarks on a trip, have your child help with the preparations by writing a list of things to take, reading the road map ...
Read a story and ask him to invent a new title.
Read part of a story but skip the end. Ask him to come up with a new ending.
Constantly ask your son or daughter about the "why" of things, not only about the stories you read, but also about everyday incidents in the home or neighborhood.
Ask your son or daughter about your favorite part of the book or story you just read. Tell her.
Use the newspaper as a reading textbook. Ask your child to locate certain articles in different sections of the newspaper.
When you go shopping at the supermarket, have your son or daughter help you make the shopping list, and then check that you are buying everything.
When you receive letters or emails from friends or relatives, let your children read the parts that interest them, and also take care of answering some words.
When you go on the street with your son or daughter, read together the posters of the stores, the names of the streets, the commercials.
And of course everything that happens to you.
If your child picks up a story and sits down to look at it and goes through the pages telling it to their shape, they are already taking the first step toward reading. I love it when I see that they do it in the corner of the library.
This post is a justification and reflection upon the project we are currently doing at the school where I work, Ninfa Laurenzo ECC. My project is about the profession of comic creators because my students decided to do it. I am glad to guide them in a project like that since for years I have been the coordinator of reading programs for children and families at different schools and libraries in the region of Seville, Spain.
Having a comic or a story as a vehicle for learning is not new; indeed, it is one of the most used procedures at schools and education all over the world. The literary texts that the students listen with attention raise their message with extra and enriching information: socio-cultural conditions that will allow listeners to know about events, information and signals. And by understanding the story, remembering it and expressing it according to their feelings and experiences, primary students will personally participate in the reconstruction of the literary message, value it and interpret its contents making them theirs even if they are in the new language.
The advantage of popular literature is that the content that children access has the peculiarity that they exist in almost every culture in the world. All histories share an underlying basis and a relatively invariant structure, despite some differences. Obviously, they have some aspects or parts in common, like an introduction or presentation of the characters and the setting; a plot, in which the action is developed; an end with a final outcome of events. Another important thing in common is the fact that children feel sympathy for characters according to their features; they predict the action of the wicked witch, for instance, and are sure that the prince will save the princess after conquering a thousand dangers and obstacles.
They can also anticipate moments or episodes in the story, like the climax around which the action is organized. As they expand their knowledge and the volume of stories they hear, they manage to structure the stories according to a repeatable internal pattern, those discussed above. They also delimit the different characters and roles they play in the story. And finally, they participate in creating the story, using their language or the new, with a motivated attitude, a meaningful behavior and a learning process as effective as pleasant.
In this early stage of education, working with language and literature with comics and storytelling is benefitial since they can start to understan how a language works, as a system of signs that structures and formalizes experience and reality. Language and literature are elements of culture that complement each other, hence the contents of this area should enable the acquisition and mastery of the language, as well as knowledge of the various literary manifestations for their formative value as a universal heritage. This shows the interest in initiating the student in children's literature. In line with what has been pointed out above, recent studies show how the student acquires better the knowledge of a language if it is taught as a subject studied and not as a subject of study.
Telling a story to someone who wants to listen to it, entertaining themselves by learning about the art of telling an anecdote or a joke: all are entertainments, but also interpretations or representations of real life. They can be models of behavior beyond history and that is why they tend to have a teaching, because we project them, somehow, with our reality, no matter how far we look at it. The existence of archetypes shows a need to organize within history so that the pedagogical contribution goes from simpler to more detailed and complex. The models used have formed and will form a common base and memory for the society that listens to them and many of the models of behavior or interpretations of reality will undoubtedly form part of a know how to act or know how to solve.
When working with stories, the content of the lessons becomes more important than the language itself and this means that it is easier to relate the lessons to the experience and self-interest of the students. In addition, as we have already pointed out, such work helps the learning process as students can associate words with functions, structures and situations with a particular story or "reality". It is clear that the association contributes to have a good memory and improve their thinking levels as well as motivation for learningl; and learning a language in a given context helps understanding and memory.
The storytelling, on the other hand, allows to deepen in the issues that arise with depth and rigor and develops reactions and feelings in the students that, otherwise, can not demonstrate with so much clarity in a textbook. The teacher's work, in this type of approach, provides a personal touch to the lessons, since it is the educator who knows the pace of classroom learning and of the students - and their needs - in particular, when they need more vocabulary or require communicative experiences.
“Early language and communication skills are crucial for children’s success in school and beyond”
“Children who develop strong language and communication skills are more likely to arrive at school ready to learn and are more likely to have higher levels of achievement”
Oral communication is an essential aspect for the integral development of the child. The development of thought, memory, imagination, the ability to learn, to know the environment around him, to learn to transform it as well as many other cognoscitive skills.
The progressive characteristics of the development of verbal language in the different levels of age, are ascribed to the stages of integral development of the child, being closely associated with the following aspects:
• The maturation process of the nervous system, both central (CNS) and peripheral, correlating its progressive changes with motor development in general and with the particular vocal apparatus.
• To the cognitive development that includes from the perceptual discrimination of spoken language to the function of the processes of symbolization and thought.
• And, to socio-emotional development, which is the result of the influence of the socio-cultural environment, child interactions and reciprocal influences
And why are they so important? Because by developing language and communication skills children can develop different actions that improve their self-image and esteem, since they can understand others and can explain themselves, what make them feel motivated to communicate with others. Communication involves using words, body language, gestures, or facial expressions. Toddlers who develop conversation skills are more likely to succeed academically. Besides, they develop problem-solving skills that help them have higher stages of achievement.
The interactions that children have with adults have an effect on how children broaden and analyze. Those interactions should start with the family, since parents and siblings talk with the child, and later, at school, with their teachers and classmates. As a result, at school Early Childhood teachers offer them multiple opportunities with interactions which support kid's improvement. It is important to underline the fact of language instruction in early stages of education: simple sentences, adapted to children’s level of comprehension and checking questions. These characteristics of adult-child communication will help children foster their increase and improvement in language interaction and conversation.
In this process, adults should use nouns, adjectives, and actions that form part of the child's daily life. This undoubtedly contributes directly and effectively to the development of language, intelligence and other areas with which this learning will be carried out.
Stages of Language Development
According to the previous references and taking into account the contributions of different researchers, here we divided the development of the language in two main stages:
• Prelinguistic Stage
• Linguistic Stage
Each of these stages is marking the emergence of new properties and phonemic, syntactic and semantic qualities as the child grows, as we will describe below.
• Prelinguistic Stage (preverbal stage - from 0 to 12 months of age)
It is characterized by the expressions with mouth movements and sounds which in itself has hardly any communicative value, most of the sounds emitted are onomatopoeic. During this stage, which covers the first year of life, the communication that establishes the child his environment (family), especially and particularly with his mother, is emotional and gestural. As part of a proper language stimulation, the word should always accompany the gesture and activities of the mother with her baby.
Lately, neuroscience and neurolinguistics have proved the importance of this preverbal stage, that has a relevant and transcendental value in the configuration of the bases of Linguistic development, since both vocal expressions (sounds or group of sounds of simple signification) and verbal expressions (sounds, group of sounds, isolated words, etc.) influence in a decisive way in the later development of the linguistic communication of the child.
This stage comprises, in turn, substeps or stages with particular characteristics that are in agreement with the chronological sequence of the integral development of the child, which we describe:
a) From birth to month and/or two months
During this period the only expression that is heard of the baby is crying, which is the first sound manifestation purely mechanical or reflective and, as such, undifferentiated in tone, whatever the reason of its state.
With crying, the baby puts into operation the speech apparatus, allowing him also oxygenation of the blood and the establishment of normal breathing. After this period, usually at the beginning of the second month, crying is no longer a phenomenon or a mechanical and undifferentiated manifestation, but the tone of the sound changes with the emotional content of pain, hunger or other discomfort; that is, the variation of the tonality is related to the state of well-being or discomfort of the baby. With the crying the baby manages to communicate his needs to the world around him and, as he realizes that thanks to crying his needs are satisfied, he will use it voluntarily, no longer being then a reflex or undifferentiated sound. That way the baby is communicating with its immediate surroundings, especially with master, understanding better and better what it communicates to him, although he is incapable of expressing it.
b) From 3 to 4 months
At the beginning of the third month the baby produces guttural sounds and vowels that last 15 to 20 seconds. It responds to Human sounds through smiling, cooing or murmuring.
At this age the baby already distinguishes between the sounds: / pa /, / ma /, / ba /, / ga /. Their vocalizations can already show joy or other feelings. The baby knows how to distinguish, affectionate intonations, reacting with joy, surprise or fear to the tone of voice, especially of their parents. At three months appears the babbling, which consists of the emission of sounds through redoubled syllables like "ma ... ma" , "Ta ... ta" and others.
In this way the child is progressing and increasing his vocalizations, which are already close to the word and, as such, are loaded with communicative intention with the mother. These varied vocal sounds and phonations close to the word that the child directs to the mother, must be attended to, understood, interpreted and answered by it in a repetitive way, stimulating and thus promoting its linguistic development.
c) From 5 to 6 months
The “babbling” (first attempt of communication) extends until the eighth or ninth month, progressing in the fifth and sixth month towards what is called "imitation of sounds". This begins in the form of self-limitations of the sounds produced by the child (circular reaction). Later it begins to repeat sounds that the adult or another child produces.
In this age there are clearly discernible intonation structures in certain contexts in which it emphasizes and excites.
The earliest vowel utterances are phonetic realizations that appear in the following order:
• / a / and variants close to the phoneme / e /, although before they usually emit sounds similar to / oe /
• Then the / or / and finally appears / i /, / u /.
The sounds of the consonants appear later in the following order:
• Labials: p (pa
-b) m (ma-ma) b (ba-ba)
• Dentales: d (da-da) t (ta-ta)
• Velopalatales: g (ga-ga) j (ja-ja)
In this way the child usually emits the first vowel and consonant elements, being an important progress with respect to the cries and different laryngeal sounds of the first months of life. As the child progresses, he will gradually replace gesture communication with verbal language.
Here it is important to emphasize the utmost importance of maternal language directed to the child during the middle of the first year of life, in which not only it is convenient to increase vocalizations, gestures, smiles and other expressions within the home, but also verbal communication should be something common among adults and the child.
d) From 7 to 10 months
Bruner (1979) points out that between 7 and 10 months the child progressively shifts from the "modality of demand" to the modality of exchange and reciprocity in child-child interactions. The giving and receiving of objects pronouncing the name of each one, while looking at the mother and son face and looking at the object together, manages to multiply and enrich the linguistic and communicative capacity of the child, this "conversation" forming a training exercise for speech , As well as for his nascent socialization. At this age the child performs multiple spontaneous vocalizations, both vocalic and consonantal, and even syllables and diphthongs. These vocalizations next to the word, are those that will soon lead the child to utter his first words. Here the alternating vocalizations between mother and child will allow early access to language.
e) From 11 to 12 months
The 11-month-old baby has more than five words in his linguistic repertoire. In this age the child uses the same words as the adult, but does not attribute the same meaning to them. However, as it progresses in this process, the meanings that are attributed to the words are approaching the meanings attributed by the adult.
In this way the child is forced to simplify adult language, without this meaning that he does not understand, but his expressive capacity is still very limited. However, according to some specialists, at 11 or 12 months the child usually articulates his first words "fingers" direct syllables: "mom", "dad", "poop", "tata", starting the next sentence or denominated linguistic or verbal, progressively sign language and "overcoming" the simplification of adult language as it increases his/her vocabulary.
With regard to the appearance of the "first word", it should be clarified that this depends on the moment the parents identify him as such, since the units of meaning that the child uses correspond to segments of speech. The child of this age (a year) usually occupies the center of attention of the family, whose actions, thanks and occurrences are usually celebrated and applauded, reinforcing the behavior, which will be repeated over and over again. This is good because it helps the child feel and live their own identity. In addition, the mimic and verbal gesture exchange of his communications with the adult, accompanied by the "giving and taking" behavior, allows the greater development of language.
• Linguistic Stage
a) From 12 to 18 months
Within his lexical repertoire he counts with 5 to 15 or 20 words, and each time he will demonstrate greater increase in his vocabulary by means of the inflections of his voice when he wants to identify something. Einsenson maintains that in this stage the true speech arises and it indicates that the child uses words to produce events or attract the attention of others. In some fairly advanced children, it is usually observed the use of some phrases with two words, mainly objects or actions, without ruling out in certain cases, also, the use of adjectives (qualifiers). However, before being able to make word-finger combinations, he will often continue to use a single word to refer to many objects. This semantic extension in childhood vocalizations will continue to accompany him for a long time. But as you increase your vocabulary and evolve your speech, you will progressively reduce this semantic extension.
From 16 or 17 months to two years of age, you will increasingly make the use of spontaneous combinations of several words and phrases, increasing the flow of words in its expression.
At 17 months the child increasingly extends his linguistic repertoire and begins to make combinations of two words. At this age, the identification and naming of objects, figures and different parts of one's body are highly recommended exercises for the development of the child's verbal language.
b) From 18 to 24 months
During this period, most children have a vocabulary greater than 50 words, going on to combine 2 to 3 words in a sentence, beginning with "syntactic" speech, that is, the child begins to articulate words in sentences and simple sentences. In their verbal expressions they use nouns (Names), verbs (actions) and qualifiers (adjectives and adverbs). Among these grammatical classes usually establish the following relationships:
• Between two names/nouns: "Shoe dad" (possessor and object possessed) "soup chair" (fortuitous relationship)
• Between name and verb: "Open door" (verb and object) "Papa eats" (subject and verb)
• Between qualifiers and adjectives: "Beautiful doll" (qualifier plus name) "More game" (qualifier plus verb) "More beautiful" (qualifier plus qualifier)
By the age of two, the child has a vocabulary of approximately 300 words. In their expressions, the use of the personal pronouns "I" and "You" and the possessive "My" and "Mine" are also observed. His phrases express intention and action: "he does what he says and says what he does".
At this age the symbolic function in the child arises and the predominance of the intelligence-motorist gives rise to the representational intelligence. With the symbolic function the child has the ability to mentally represent things and evoke them without the need for them to be present. With the symbolic capacity, gestures and verbal expressions of the child begin to refer more and more frequently to more abstract realities, becoming more dominant In language. (Significant) symbols come to play a unique role in the development of the child afterwards, since these are the ones that will allow us to construct the codes on which the bases of the higher functions conform.
Through these codes is that we access emotions, abstract realities, language and convert the implicit explicit. This symbolic ability allows the child to explore and increase their verbal language, expressing interest in hearing stories about themselves or their family, in Which vacapt the sense of the words and sentences of the stories that the parents give.
Here you can find more information about the importance of language development at the age of two.
c) From 2 to 3 years old
There is a rapid increase in vocabulary, an increase that is much greater than what will occur later, reaching an average of 850 words and at three and a half years more than 1200 words (Smith, 1980).
The child in his verbal expressions already employs auxiliary verbs "to have" and "to be" and gives a certain prevalence to the determined article. In the course of this age begins to use the propositions and the child already has a understandable language use, even for people outside the family, manifesting a mastery of the majority of the grammar of their mother tongue (syntax), so that the specialists pronounce him as the period of "syntactic competence".
D) From 4 to 5 years old
At the age of four, the child virtually dominates the grammar, but begins expressing and pointing out. The child begins to use the pronouns in the following order: I, You, He, She, We-you, You; With a vocabulary of 1,500 words and at five years, 2,300 words approximately.
Among the 4 or 5, the child is usually already trained to answer questions related to the social behavior learned, since their language already extends beyond the immediate environment. This is due to the symbolic capacity of the child and, as such, can mentally evoke and represent things, actions and situations, transcending the reality and the present. This ability and the need to communicate, make possible a greater and rapid development of children's language, Also facilitating the development of intelligence.
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This is a brief summary of the process of verbal language development that occurs in average children, such as evolutionary psychology, psycholinguistics and others describe it. In this process many factors intervene, all closely linked to the development of the child. It should be noted that the development of verbal expression is usually after the understanding of language, that is, the development of the capacity for comprehension is anticipated to that of the verbal expression.
