In school-age children Vocabulary development

1 in school-age children

1.1 means

1.1.1 physical context
1.1.2 prior knowledge
1.1.3 social context
1.1.4 semantic support


1.2 pictures support
1.3 memory

in school-age children

children in school share interactive reading experience.

vocabulary development during school years builds upon child knows, , child uses knowledge broaden or vocabulary. once children have gained level of vocabulary knowledge, new words learned through explanations using familiar, or old words. done either explicitly, when new word defined using old words, or implicitly, when word set in context of old words meaning of new word constrained. when children reach school-age, context , implicit learning common ways in vocabularies continue develop. time, children learn new vocabulary through conversation , reading. throughout schooling , adulthood, conversation , reading main methods in vocabulary develops. growth tends slow once person finishes schooling, have acquired vocabulary used in everyday conversation , reading material , not engaging in activities require additional vocabulary development.

during first few years of life, children mastering concrete words such car , bottle , dog , cat . age 3, children able learn these concrete words without need visual reference, word learning tends accelerate around age. once children reach school-age, learn abstract words (e.g. love , freedom , success ). broadens vocabulary available children learn, helps account increase in word learning evident @ school age. age 5, children tend have expressive vocabulary of 2,100–2,200 words. age 6, have approximately 2,600 words of expressive vocabulary , 20,000–24,000 words of receptive vocabulary. claim children experience sudden acceleration in word learning, upwards of 20 words per day, tends more gradual this. age 6 8, average child in school learning 6–7 words per day, , age 8 12, approximately 12 words per day.

means

exposure conversations , engaging in conversation others school-age children develop vocabulary. fast mapping process of learning new concept upon single exposure , used in word learning not infants , toddlers, preschool children , adults well. principle useful word learning in conversational settings, words tend not explained explicitly in conversation, may referred throughout span of conversation.

reading considered key element of vocabulary development in school-age children. before children able read on own, children can learn others reading them. learning vocabulary these experiences includes using context, explicit explanations of words and/or events in story. may done using illustrations in book guide explanation , provide visual reference or comparisons, prior knowledge , past experiences. interactions between adult , child include child s repetition of new word adult. when child begins learn read, print vocabulary , oral vocabulary tend same, children use vocabulary knowledge match verbal forms of words written forms. these 2 forms of vocabulary equal until grade 3. because written language more diverse spoken language, print vocabulary begins expand beyond oral vocabulary. age 10, children s vocabulary development through reading moves away learning concrete words learning abstract words.

generally, both conversation , reading involve @ least 1 of 4 principles of context used in word learning , vocabulary development: physical context, prior knowledge, social context , semantic support.

physical context

physical context involves presence of object or action topic of conversation. use of physical context, child exposed both words , visual reference of word. used infants , toddlers, can beneficial school-age children, when learning rare or infrequently used words. physical context may include props such in toy play. when engaging in play adult, child s vocabulary developed through discussion of toys, such naming object (e.g. dinosaur ) or labeling use of rare word (e.g., stegosaurus). these sorts of interactions expose child words may not otherwise encounter in day-to-day conversation.

prior knowledge

past experiences or general knowledge called upon in conversation, useful context children learn words. recalling past experiences allows child call upon own visual, tactical, oral, and/or auditory references. example, if child once went zoo , saw elephant, did not know word elephant, adult later child recall event, describing size , color of animal, how big ears were, trunk, , sound made, using word elephant refer animal. calling upon prior knowledge used not in conversation, in book reading explain happening in story relating child s own experiences.

social context

social context involves pointing out social norms , violations of these norms. form of context commonly found in conversation, opposed reading or other word learning environments. child s understanding of social norms can them infer meaning of words occur in conversation. in english-speaking tradition, please , thank taught children @ age, familiar child school-age. example, if group of people eating meal child present , 1 person says, give me bread , responds with, rude. say? , , person responds please , child may not know meaning of rude , can infer meaning through social context , understanding necessity of saying please .

semantic support

semantic support obvious method of vocabulary development in school-age children. involves giving direct verbal information of meaning of word. time children in school, active participants in conversation, capable , willing ask questions when not understand word or concept. example, child might see zebra first time , ask, that? , parent might respond, zebra. horse stripes , wild cannot ride it.

pictures support

pictures support involves 2 memory techniques – association , visualization. associating image word helps user learn word in more effective way. anshul agarwal, founder of dailyvocab.com mentioned in interview career360 – memory aid each word student learn words more faster , .

memory

memory plays important role in vocabulary development, exact role plays disputed in literature. specifically, short-term memory , how capacities work vocabulary development questioned many researchers.

the phonology of words has proven beneficial vocabulary development when children begin school. once children have developed vocabulary, utilize sounds know learn new words. phonological loop encodes, maintains , manipulates speech-based information person encounters. information stored in phonological memory, part of short term memory. research shows children s capacities in area of phonological memory linked vocabulary knowledge when children first begin school @ age 4–5 years old. memory capabilities tend increase age (between age 4 , adolescence), individual s ability learn more complex vocabulary.

serial-order short-term memory may critical development of vocabulary. lexical knowledge increases, phonological representations have become more precise determine differences between similar sound words (i.e. calm , come ). in theory, specific order or sequence of phonological events used learn new words, rather phonology whole.