Language
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Get Help Now!Metalinguistic Awareness
Children will learn on average 20 new words a day
Grammar – use of he passive voice expands from It broke to the glass was broken by Mary.
Pragmatics
Bilingual
Vocabulary, grammar and pragmatics continue to develop in middle childhood. Children’s attitude about language undergoes a shift. They develop the ability to think about language as a system (metalinguistic awareness).
Vocabulary – school-age children enlarge their vocabularies by analyzing the structure of complex words. For example from happy and decide, they quickly derive the meaning of happiness and decision. They also figure out many more word meanings from context. As knowledge becomes better organized, will think about and use words more precisely. For example in addition to the verb fall, they also use topple, tumble and plummet. By the end of the school-age years synonyms and explanations of categorical relationships appear. Also their more reflective and analytical approach to language permits them to appreciate the multiple meaning of words – to recognize for example that many words such as cool or neat have psychological as well as physical meaning. This grasp of double meaning permits 8 to 10 year olds to comprehend subtle metaphors (sharp as a tack) as well as leads to a change in humor – riddle and puns.
Pragmatics – children can adapt to the needs of listeners in challenging communicative situations. Also will be gains in the ability to evaluate the clarity of others’ messages and become better at resolving inconsistencies. Also become more sensitive to distinctions between what people say and what they mean.
Bilingual – become bilingual in two ways: 1. by acquiring both languages at the same time in early childhood 2. by learning a second language after mastering the first. Children who learn both languages in infancy and early childhood separate the language systems from the start, distinguishing their sounds, mastering equivalent words in each and attaining early language milestones according to a typical timetable.
Preschoolers acquire normal native ability in the language of their surrounding community and good to native ability in the second language depending on their exposure to it. When school age children acquire a second language, they generally take 5 to 7 years to attain speaking and writing skills on par with those of native speaking classmates. Sometimes will engage in code switching – producing an utterance in one language that contains one or more guest words from the other without violating the grammar of either language. Children who do this the most are those with parents who often do so. Research shows that bilingualism has positive consequences for development. Bilingual children outperform others on tests of selective attention, analytical reasoning, concept formation and cognitive flexibility. Also advanced in metalinguistic awareness such as detection of errors in grammar meaning and conventions of conversation (responding politely, relevantly and informatively).
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Developmental Course of Humor
0-2 learning about environment through senses – tickling, body contact
2-7 language development curiosity about body – physical functions, clowning, slapstick, nonsense expressions, chanting
7-9 awareness of language ambiguity, capability of forethought – practical jokes, insults
9-11 social acceptability – conventional jokes, riddles, word plays
11+ abstract thought, mental reasoning, understanding of others’ points of view – original, good natured humor; tongue in cheek humor; social satire
Changes in humor are closely related to their cognitive development.
Acquire new cognitive abilities, can appreciate jokes that are no longer over their heads
Popularity of toilet and sex jokes also reflects general human tendency to use humor as a way of dealing with things we are uncomfortable about
More intelligent children laugh at more sophisticated forms of humor
Children with high IQ tend to laugh more
Regardless of IQ children with a good sense of humor tend to be more popular and ar
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