This post will continue the discussion for the Communication area of learning. We are still discussing the component - Expressive Language. We will begin the discussion for the learning expectation: Uses some conventions of speech when expressing thoughts and ideas, and may comment on observations. Remember, I am taking my information from the Tennessee Early Learning Developmental Standards (TN-ELDS).
The first performance indicator for this learning expectation is: Uses appropriate simple adjectives in sentences (big, little, soft, hard, colors) e.g. "I'm a big boy." This performance indicator assumes a great deal of previous knowledge for this age group. Before they can use those types of words, they have to know what they mean. It has been my experience that unless they have been with me since they were 12 months old, this is a far stretch for most 2 1/2 to 3 year olds. I start working on these types of words with my 18 to 24 month children or as soon as they walk in the door if they are older. I never assume the children know these types of concepts anymore because they usually do not. Children simply do not receive enough language exposure in today's culture most of the time to pick up these concepts from daily life. Therefore, you must teach these concepts before you will see them appear in the child's everyday conversation whether they are two or four years old.
The next performance indicator is: Uses simple adverbs in sentences (very, slow, fast) e.g., "That car goes very fast." Again, this performance indicator assumes a great deal of previous knowledge for this age group. Many children these days are barely talking by 3 years old. To use that complex a sentence is way beyond their abilities. However, there will be some 3 year olds talking in paragraphs. The diversity of skills for this age group can be immense. Which children will be able to conquer this performance indicator? The ones that have been read to on a regular basis all of their life AND given the opportunity for conversation every day. Until a child receives enough of these types of experiences, these language performance indicators will simply not be there. Do not despair if 3 and 4 year olds come through your door unable to use simple adverbs. With quality experiences they will pull up quickly unless a developmental delay is at play.
Next on the list is: Uses prepositions (on, in, under). Once again, this is a performance indicator that assumes a great deal of previous knowledge for this age group. I include these types of words in what I call position and direction words. I start instruction on these words sometime around the second birthday or before if they are ready. However, I also start 4 year olds that walk through the door at this point because I have learned to never assume previous knowledge. Our visual culture really bites us in the butt on language development issues. Our children do not receive enough exposure to language to pick up these types of language skills from everyday conversation and exposure. Just like the previous two performance indicator, you will have to be proactive in teaching these concepts to ensure the children gain these skills. I usually teach these in pairs of opposites working on one pair for a week, which seems to work very well. Just develop as extensive of a list of these types of words and incorporate this type of instruction somewhere in your day.
The last performance indicator for this post is: Uses some plurals (car and cars) appropriately. This performance indicator may show up earlier than the previous three depending on the child. Children seem to pick up on plurals faster than adjectives, adverbs, and prepositions, but not always. As I have said before, the diversity of skill in this age group can be immense. Children that have had great exposure to language up until this point in their life will conquer all of these performance indicators. Children that have not may be barely talking. This particular skill can be picked up by children from conversations when those conversations happen often enough. As adults we model this one without even thinking. If a 3 year old has not picked up on plurals, you might want to insert specific instruction to work on this skill. If a 4 year old has not picked up on plurals, you might want to test for developmental delays. Many, many children seem to dragging on language skills at this time. Therefore, be slow to jump to the developmental delay conclusion until you have given instruction time to fill in the gaps.
I hope you have enjoyed this post. Goodbye and God bless!!
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