![]() ![]() measurement-for example, describing items according to size, weight, volume, height, length, speed, temperature etc.shapes-for example, circle triangle rectangle curve straight pointy.ordinal-for example, first, second, third … last next one by one.numerical-for example, numbers and counting once twice.directional-for example, in/out up/down.spatial-for example, inside/outside behind/in front around/through side/middle between/either side of.Helping children to learn the words that represent the concept helps children to learn procedures later on. Understanding the concepts-for example ‘’measurement’’-needs to come before learning the procedures of measurement. This also shows how concept development supports reasoning skills.Įncouraging concept development in children is an important step in building knowledge of the arts, mathematics, science, and technology, and other aspects of everyday life. Later, the concept that some things can be drunk but others cannot adds to the concept of liquids. The concept of ‘liquids that can be drunk’ expands as the child drinks different liquids. As the baby grows older, the baby drinks water as well. ConceptsĬoncepts are the ‘’big ideas’’ that children learn as they engage in a range of experiences.įor example, a baby drinks milk. Nouns, adjectives, and verbs are the most commonly encountered word types.īut there are also prepositions, pronouns, adverbs, determiners, and conjunctions. conjunctions-for example, and or but because whenever after before.prepositions-for example, in at on off into onto towards to about as with.adverbs-for example, slowly foolishly very mostly.verbs-for example, run play decide sorted thinking.adjectives-for example, long pointy childish imaginary sisterly.determiners-for example, the a an her their our those this that many more neither another.pronouns-for example, I you they him she this these some their his myself ourselves each other.nouns (including Proper Nouns)-for example, Mum dog idea rainbow question Alex.Children need to learn different word types, so they can start building their own sentences. The speed and order that children learn word types is dependent on age, but also on their language-learning experiences. Each word type is learned at different stages, and do different “jobs” when used in sentences. Other words which are learnt early on are a few examples of modifiers (for example ‘more’), and personal-social phrases (for example ‘please’, ‘no’). ![]() Then action words (Verbs) are the second earliest type of word. The words that children tend to say first are naming words (Nouns and Proper Nouns). 12 months: 2 words plus mummy and daddy (or equivalent in languages other than English).However, data from English-speaking countries reflect the following general milestones for spoken (expressive) vocabulary: ![]() There is wide variation in the first words that children produce. It is always important to understand children’s development as a continuum of growth, irrespective of their age. The following ages and stages (adapted from Munro and McGregor, 2017) are a guide that reflects broad developmental norms, but does not limit the expectations for every child (see VEYLDF Practice Principle: High expectations for every child). ![]() Developing these skills can pave the way for learning in language, the arts, sciences, technology, and mathematics. Thus, concept development and vocabulary are key components for language learning. Children need to have a large and varied vocabulary that continually grows. They also begin to use more complex words to explain concepts, describe their observations, and make predictions.Ĭhildren’s vocabulary and concept development is dependent on consistent, nurturing and interacting learning experiences with adults and peers. As children are exposed to complex language (see the Grammar section), they begin to use more advanced vocabulary. The words in our vocabulary are the building blocks for understanding and expressing ideas. The importance of concept development and vocabulary The importance of concept development and vocabulary.The most important predictor of vocabulary learning is the number of words that children hear from adults (for example during interactions, conversations, play, book reading).Īs children learn new words, they begin to understand and describe increasingly complex concepts (for example concepts to do with space, size, quantity, categories and time). Children learn new words at an incredibly fast rate. ![]()
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