This post will continue the discussion for the area of learning - Communication. We are still in the component, Expressive Language, and will pick up with the remaining three performance indicators for the learning expectation: Uses some conventions of speech when expressing thoughts and ideas, and may comment on observations. We will also start the component, Speech, and will do one of the performance indicators for the learning expectation: Speech is understood by most familiar adults. Remember I am taking my information from the Tennessee Early Learning Developmental Standards (TN-ELDS).
The first performance indicator is: Starts to use some verb markers (run and running, jump and jumping). This performance indicator again assumes a great deal of previous knowledge in language for children of this age. For those children that have had marvelous language instruction and exposure since birth, this performance indicator will appear around 2 and 1/2 years of age. For those children that have not, this performance indicator will not appear until nearly 3 and 1/2 years of age. I cannot stress enough how important it is for children to have books read to them and participate and hear conversation from the time they are born. Many of these performance indicators can and should be picked up from everyday conversation exposure. However, in today's culture we cannot take anything for granted. If you have a child that is over 3 years old and is not beginning to use verb markers correctly, you may have to teach yourself to correct that child's language every time you catch it. This takes great patience and staying aware of what is being said by the child. Very often we are so used to their common mistakes that we do not even pay attention. Let the parents and relatives think the mistakes are cute. As that child's preschool teacher, you need to work on helping that child speak correctly.
The next performance indicator involves: Uses the words "I" and "me" appropriately. I have had 4 year olds that did not use "I" and "me" appropriately. Again, this performance indicator depends on the level of exposure a child has had to appropriate language use. Unlike some of the other language performance indicators that usually just develop with use, this one many times has to be worked. Do not ask me why, but some children can be stubborn about this particular one. The 4 year olds I have had that needed work on this one were the stubborn ones. Some children just need gentle reminders when they use the wrong word. Some children have to be constantly corrected until they finally give in and use the right word. Whichever way it is, you will need to make yourself be aware of the language usage of your children. Do not let yourself fall into the trap of becoming blind to the obvious. We cannot assume that the children will correct this by themselves over time. In today's culture you must be proactive about teaching children proper language usage.
Next on our list is: Talks in complete sentences of 3-5 words in length; can use compound sentences. I feel like a broken record, but the language skill level of this age group can vary so widely. Some children are barely doing 3 word sentences by 3 years of age and some children are talking in paragraphs by the same age. I will tell you that boys tend to lag behind girls at this age. Usually the ones that can talk in paragraphs by 3 years of age tend to be girls. If boys can use 3-5 word sentences by 3 years of age, they are usually good to go. This particular performance indicator builds with exposure and use. If you have a child that is barely speaking by 3 years of age, you will need to encourage that child to use his/her words. Some children have become accustomed to pointing and grunting to get what they want, and some parents let this go on well into a child's second and sometimes third year. An older child that still points and grunts may become hostile when you do not acknowledge his/her wishes, but just treat that like a hissy fit and ignore it. Make the child use his/her words to express their wishes. The big trend in early childhood circles these days is to teach toddlers sign language to help them express themselves. That can be both a blessing and a curse. Once a child reaches 2 years of age, the sign language needs to make way for spoken language unless the child is truly hearing impaired. If it does not, you will get the same effect as the pointers and grunters. Make children use their words.
Now, we are going to shift gears to the component - Speech. The learning expectation for this component is: Speech is understood by most familiar adults. We will only look at the first performance indicator: Uses all the vowels in our language. The rest of the performance indicators for this component will be covered in next week's post. This is probably the only performance indicator on this list that most children conquer by age 3 unless a moderate to severe developmental delay exists. Even children with mild developmental delays usually conquer this one. If a child cannot say the vowel sounds by age 3, testing for developmental delays or hearing impairments should be conducted. The vowel sounds are open sounds and are therefore easier for children to conquer. I will say that the vowel sounds can be heavily influenced by dialect. Accents can play heavily in how a child pronounces vowel sounds. As long as a child pronounces the vowel sounds common to the dialect in his/her area, you should not worry.
I hope you have enjoyed this post. Goodbye and God bless!!
Check out Natalie's children's books at: https://www.amazon.com/author/nataliewade7457
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