Read Chapter 3. Answer the following questions:
1. What can give a teacher insight into children’s language behavior?
2. How many new words might a preschooler acquire each day?
3. Define receptive vocabulary and expressive vocabulary.
4. Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5. What is the focus of play for very young preschoolers?
6. Define regularization.
7. What is the focus for questions during the toddler period?
8. Define overextension.
9. Describe running commentaries.
10. List eight (8) possible developmental reasons and benefits of self-talk.
11. Define consonant and vowel.
12. What advice should be given to families and early childhood educators?
13. List (four) 4 suggestions for books for younger preschoolers.
14. List ten (10) expectations as preschoolers get older.
15. Describe friendships of young preschoolers.
16. List five (5) areas of growth in children through group play.
17. How do children learn language?
18. Explain relational words and why these words are important.
19. Explain impact words, sound words, created words and displaying creativity.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List four (4) speech and language characteristics of older preschoolers.
22. What may depress a child’s vocabulary development?
23. Define metalinguistic awareness.
24. How does physical growth affect children’s perceptions of themselves?
25. Define mental image.
26. Define visual literacy.
27. Explain the order in which motor skills are developed.
28. Explain the Montessori approach to education for young children.
29. List seventeen (17) objectives for refining perceptual-motor skills.
30. Define assimilation and accommodation.
31. What is a zone of proximal development?
32. What is the teacher’s role in working with infants, toddlers and preschoolers?
33. Define metalinguistic skills.
34. Define social connectedness.
35. List six (6) social ability goals that serve as a strong foundation for future schooling.