{"id":296,"date":"2011-12-03T20:10:26","date_gmt":"2011-12-04T03:10:26","guid":{"rendered":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1sixtotwelve\/?p=26"},"modified":"2012-12-02T13:46:11","modified_gmt":"2012-12-02T20:46:11","slug":"language-development","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/2011\/12\/03\/language-development\/","title":{"rendered":"Language Development"},"content":{"rendered":"<p>Kindergarten children continue to develop and refine their communication skills. They can now usually speak in long and complete <a title=\"Sentences have  a subject (S), or someone doing the action, a verb, or action (V), and a predicate (P), or what happens or the content of the sentence: for example, \u201cMy friend loves to read books\u201d S+V+P.\">sentences<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>) and they delight in learning new words.<\/p>\n<h3><a title=\"The ability to understand what is being expressed in verbal and non-verbal communication.\">RECEPTIVE LANGUAGE<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Most kindergarten children are specifically able to:<\/p>\n<ul>\n<li>follow two and sometimes three step directions; for example, \u201cput your slippers on, and put your shoes away\u201d<\/li>\n<li>understand most of what is being said to them at home and at school or in familiar environments.<\/li>\n<\/ul>\n<h3><a title=\"The ability to communicate thoughts and feelings by gesture, sign language, verbal expression, or written expression.\">EXPRESSIVE LANGUAGE<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Most kindergarten children are specifically able to:<\/p>\n<ul>\n<li>let others know, that is, communicate, most of their wants and needs using their words (or verbally);<\/li>\n<li>use complete and <a title=\"Example: My friend loves to read books every day at school.\">complex sentences<\/a>;<\/li>\n<li>ask questions using the words \u201chow,\u201d \u201cwhat,\u201d \u201cwhen,\u201d \u201cwhy,\u201d \u201cwhere,\u201d and \u201cwho;\u201d<\/li>\n<li>use negations, or \u201cno\u201d sentences (for example, I <em>don\u2019t<\/em> want to do this).<\/li>\n<\/ul>\n<h3><a title=\"The ability to produce and connect vowel and sounds.\">ARTICULATION<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Most kindergarten children are specifically able to:<\/p>\n<ul>\n<li>speak clearly and are understood by most people;<\/li>\n<li>pronounce most sounds correctly; for example, vowels (a,e,i,o,u) and consonants (b, c, k, p, and others);<\/li>\n<li>pronounce or try words with two- and three-sounds or \u201cblends\u201d like\u00a0 in <em>th<\/em>e, fi<em>sh<\/em>, <em>bl<\/em>ue and <em>gr<\/em>een<\/li>\n<\/ul>\n<h3><a title=\"The understanding of how and why language is used.\">PRAGMATICS<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Most kindergarten children are specifically able to:<\/p>\n<ul>\n<li>use language for social reasons (that is, to <a title=\"This is in contrast to just talking to themselves or to repeating words or sentences without a purpose.\">communicate with others<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>));<\/li>\n<li>raise the <a title=\"This refers to the tone of someone\u2019s voice, low or high or flat.\">intonation<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>) in their voice when asking a question;<\/li>\n<li>understand some forms of body language\u00a0(Fig. 1)\u00a0(for example, someone who is frowning his face is not happy).<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><a href=\"https:\/\/farm4.staticflickr.com\/3051\/2968165942_0010768ea9.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https:\/\/farm4.staticflickr.com\/3051\/2968165942_0010768ea9.jpg\" alt=\"\" width=\"400\" height=\"198\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 1: Body language<\/h5>\n<h4>DID YOU KNOW?<\/h4>\n<ul>\n<li>Although the speech of kindergarten children is understood by most, some of them may still struggle with the pronunciation of certain sounds, especially \u201cr\u201d, \u201cl\u201d, \u201cs\u201d, \u201cgh, in pleasure\u201d, and \u201cth\u201d in \u201cthe\u201d thick.\u201d<\/li>\n<li>Children at this age are starting to use language in a <a title=\"This means that they use language for fun.\">humorous way<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>). They are starting to understand \u201cknock knock\u201d jokes and will often begin playing around with words (that is, enjoying the \u201cpun\u201d in certain words and expressions in their own language)<\/li>\n<\/ul>\n<h5>see <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_References.pdf\">References<\/a><\/h5>\n","protected":false},"excerpt":{"rendered":"<p>Kindergarten children continue to develop and refine their communication skills. They can now usually speak in long and complete sentences (see full Glossary) and they delight in learning new words. RECEPTIVE LANGUAGE (see full Glossary) Most kindergarten children are specifically able to: follow two and sometimes three step directions; for example, \u201cput your slippers on, [&hellip;]<\/p>\n","protected":false},"author":430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[410432],"tags":[],"class_list":["post-296","post","type-post","status-publish","format-standard","hentry","category-1-3-kindergarten-6-12-language-development"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/296","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/users\/430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/comments?post=296"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/296\/revisions"}],"predecessor-version":[{"id":315,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/296\/revisions\/315"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/media?parent=296"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/categories?post=296"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/tags?post=296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}