Chapter 8 and 9

Qn. 1

Describe how children’s interactions provide evidence of their pragmatic knowledge

when they are retelling or re-creating familiar stories. (10 points)

Answer:

It is possible for children's interactions to serve as proof of their ability to use

pragmatic knowledge when they retell or re-create well-known stories. Pragmatic
knowledge is the knowledge of different ways in which language is used in different
settings and for different purposes.

Children have the ability to use contextual signals to infer meaning or to alter how they
use language. This ability requires children to have an understanding of contextual
cues. While relating a narrative to a younger sibling, for instance, a youngster may use
language that is easier to understand or provide more concrete examples than when
relating the same story to an adult.

The following are some of the ways in which the manner children interact with one
another while repeating a story might show proof of their pragmatic knowledge:

1. The different ways they use language when telling a story and when they are
dictating a story for someone to write down. In Sulzby’s (1982) study of
kindergartens children’s told and dictated stories, she noted that the told
stories were generally characterized by a conversational tone and voice-
continuant intonation between sentences. In contrast, dictated stories were
generally characterized by unit-by-unit phrasing and segmented intonation
patterns (Otto, 2018, p 255).
2. Children’s competencies in dictating stories or narratives.
3. Children’s knowledge of genre when creating their own original story. For
instance, beginning the story with “Once upon a time” and close the story by
announcing, “The end” (Otto, 2018, p 255).
4. Children’s re-creations of familiar storybook texts can also indicate their
awareness of the different types of texts and the way in which language is used
(Otto, 2018, p 255).
5. When children’s comment about the story topic is in line with the story.
6. Usage of the right register: Children have the ability to use language that is
suitable for the context or the person who is listening to them. When sharing
the same story to a friend, a youngster might use more casual language, but
when telling the same story to a teacher, the child might use more formal
language.
Qn. 2.

What is the expressive vocabulary volume of kindergarteners? Is this larger or

smaller than their receptive vocabulary? Why should educators keep this in mind?
(100 words)

Answer:

Kindergarteners' expressive vocabulary ranges greatly based on their family setting,

cultural background, and linguistic experience. Kindergartners typically have a
speaking vocabulary of 1500 words or more, with some kids having a higher vocabulary
than others. It's important to keep in mind that this is just a generalization and that
some kids may fall outside of it.

Comparatively, kindergarteners often have a significantly greater receptive

vocabulary than expressive vocabulary. Although expressive vocabulary refers to the
words that children can use while speaking or writing, receptive vocabulary refers to
the words that kids can comprehend when they hear or read them. Since they may be
exposed to a broad variety of vocabulary via books, television, and discussions with
adults but may not have had the chance to practice using all those words themselves,
children may grasp more words than they can express.

Why should educators keep this in mind?

The distinction between a child's expressive and receptive vocabulary should be kept
in mind by educators since it may affect the child's ability to learn and communicate.
Youngsters with a limited expressive vocabulary may find it challenging to
communicate their ideas and emotions and to adequately express themselves.
Frustration and trouble interacting with others might result from this. On the other
hand, youngsters with a greater receptive vocabulary can be able to comprehend
more sophisticated language and concepts than they are able to articulate. When
they can't find the correct words to adequately express themselves, this might cause
frustration.

By giving kids the chance to practice using new vocabulary in relevant contexts,
educators can assist children's language development. This may be done through
reading books with a diverse vocabulary, using new words in conversation, and
encouraging kids to express themselves via writing and drawing. Students may acquire
good communication skills and a foundation for success in school and beyond by
receiving assistance from educators for the development of their expressive
vocabulary.

It's crucial to remember that language development is a complicated process that is

affected by a variety of elements in addition to vocabulary size. Children's exposure
to language, the calibre of the language input they get, and their comprehension and
use of grammar and syntax, for instance, all have an impact on how well they develop
their language skills. Hence, in order to aid in the development of children's general
language abilities, educators should also emphasize providing rich and diverse
language input.

Moreover, it's critical to acknowledge that not every kid has equal access to
surroundings that are rich in language. For instance, kids from low-income homes
could hear fewer words and have less opportunity to practice their language abilities.
By fostering language-rich settings in their classrooms and offering assistance to
families so that they may support their children's language development, educators
can play a significant part in reducing these imbalances.

Qn. 3

How is the kindergarten language environment different from a preschool language

environment?

Answer:

The key difference is the age of the children attending. In preschool, the pupils are
between 2 or 4 years old while in kindergarten is 4 or 5 years old. The focus on
kindergarten readiness is the major difference between the two programs. Preschool
stronger focus on advance learning to ready for kids for kindergarten, where they
can have secure relationship with caring and responsive adults. While in Kindergarten,
the classroom should have colorful walls, the materials must be abundance of words,
letters and numbers with tables for small group.

Qn. 4

How does a child’s sense of humour indicate developing semantic knowledge? Provide
3 examples. (10 points)

Answer:

A child's sense of humour is a reliable indicator of their developing semantic

knowledge. By understanding wordplay, making connections between
ideas, and appreciating cultural references, children are able to understand and
appreciate jokes and humorous stories. Kindergartners’ enjoyment of knock-knock
jokes and absurd riddles reflects their awareness of language patterns as well as
their ability to manipulate words to create a humorous idea.

As children become more exposed to the world around them, their sense of humour
becomes more sophisticated, and their developing semantic knowledge is revealed.
Honig 1988 posits that a child's sense of humour indicates developing semantic
knowledge through the riddles and jokes they create which are often based in
semantic comparisons or words that have multiple meanings and ability to manipulate
words to create a humorous idea. (Otto, 2018, P 248)

Example 1: Understanding Wordplay

One way a child's sense of humour indicates developing semantic knowledge is
through their understanding of wordplay. Wordplay involves using words in a
humorous way, such as making puns or using double entendres. For example, a child
might find a joke funny because they understand the play on words. In order for a
child to understand this type of humour, they must have a thorough understanding of
the language, including its lexicon, grammar, and cultural references. As such, a
child's ability to understand and appreciate wordplay is a good indication of their
semantic knowledge.

Example 2: Making Connections

Another way a child's sense of humour indicates developing semantic knowledge is
through their ability to make connections between ideas. In order to understand
jokes and humorous stories, children must be able to make connections between
concepts and draw inferences from them. This requires a good understanding of
language, as well as the ability to recognize patterns and make logical deductions. For
instance, a child might find a joke funny because they can recognize the underlying
pattern or make a logical connection between two seemingly unrelated ideas.

Example 3: Appreciating Cultural References

A third way a child's sense of humour indicates developing semantic knowledge is
through their appreciation of cultural references. As children become more exposed
to the world around them, they start to understand and appreciate cultural
references. This requires a good understanding of language, as well as knowledge of
cultural norms and values. For instance, a child might find a joke funny because they
understand the cultural context in which it was told.

A child's sense of humour is a reliable indicator of their developing semantic

knowledge. By understanding wordplay, making connections between ideas, and
appreciating cultural references, children are able to understand and appreciate
jokes and humorous stories. As children become more exposed to the world around
them, their sense of humour becomes more sophisticated, and their developing
semantic knowledge is revealed.

Qn: 5

How does a child's awareness of genre in their original stories indicate pragmatic
knowledge? (10 Points)
Answer:

A child's awareness of genre in their original stories indicates pragmatic knowledge

through the creation of specific text types, such as fairy tales or alphabet books.
Children's memory for text and their expectations for the type of text associated
with specific storybooks are aspects of pragmatic knowledge.

The child exhibits pragmatic knowledge through their awareness of genre in their
own stories by creating certain text kinds, such as alphabet books or fairy tales. Two
examples of pragmatic knowledge in children are text recall and expectations for the
kind of stories that goes along with different storybooks. Children that possess
pragmatic abilities are able to produce and comprehend words and sentences in a
manner appropriate to the context of discussion.

Qn. 6

How can routine activities enhance language development in kindergarten? Provide 2

examples. (20 points)

Answer:

Routine activities can help to develop language in kindergarten in many ways

1. Storytelling: Storytelling is an excellent way to support language development in

kindergarten. By engaging children in storytelling activities, teachers can help
children to use language to express themselves, to develop new vocabulary, and to
practice making connections between ideas. For example, teachers can ask children to
tell a story based on a picture or a prompt, or they can ask them to come up with
their own stories.

2. Role-playing: Role-playing is an important activity for language development in

kindergarten. Through role-playing, children can practice using language to
communicate, express themselves, and interact with others. For example, teachers
can create scenarios for children to act out, such as going to the grocery store or
visiting a doctor's office. This activity encourages children to think critically about
language and to use it to interact with the world around them.

Qn. 7

Explain why dictated and interactive writing both incorporate a zone of proximal
development. (10 points)

Answer:

The Zone of Proximal Development (ZPD) is a concept developed by Vygotsky that

explains how people learn and develop. It refers to the gap between what a person
can do with help, and what they can do on their own. This gap is the area in which
learning takes place, and it is within the ZPD that individuals are able to reach their
highest potential.

Dictated and interactive writing both incorporate the ZPD because they both involve
collaboration between a more knowledgeable person and one with less knowledge. In
the case of dictated writing, the more knowledgeable person provides the words and
the less knowledgeable person records them. This collaboration allows the less
knowledgeable person to gain knowledge and understanding, as well as develop their
skills and abilities. The more knowledgeable person can provide guidance and support,
which helps the less knowledgeable person to build their confidence and reach their
highest potential.

Interactive writing also incorporates the ZPD, as the more knowledgeable person
provides support and guidance, while the less knowledgeable person contributes their
own ideas and words. This collaboration allows the less knowledgeable person to
develop their understanding and skills, and to stretch their abilities further. The
more knowledgeable person can provide feedback and support, helping the less
knowledgeable person to develop their skills and reach their highest potential.

The ZPD is a crucial concept in understanding the learning process, as it helps to

explain how people learn and develop. It is especially important in helping to
understand how collaboration between two people with different levels of knowledge
can be beneficial for the less knowledgeable person. Dictated and interactive writing
both incorporate this concept, as they involve collaboration between a more
knowledgeable person and one with less knowledge. This collaboration allows the less
knowledgeable person to gain knowledge and understanding, as well as develop their
skills and abilities.

The ZPD also explains why it is important for educators to provide scaffolding and
support for their students. Scaffolding involves providing support and guidance for
the student, and can include giving them more complex tasks to work on, providing
feedback and encouragement, and helping them to develop their understanding and
skills. Providing scaffolding allows the student to work within the ZPD, and helps
them to reach their highest potential.

In summary, the ZPD is an important concept in understanding the learning process.

It explains why collaboration between two people with different levels of knowledge
can be beneficial for the less knowledgeable person. Dictated and interactive writing
both incorporate the ZPD, as they involve collaboration between a more
knowledgeable person and one with less knowledge. This collaboration allows the less
knowledgeable person to gain knowledge and understanding, as well as develop their
skills and abilities. The ZPD also explains why it is important for educators to provide
scaffolding and support for their students, as this allows the student to work within
the ZPD and reach their highest potential.
Dictated and interactive writing both incorporate a zone of proximal development
because they both involve collaboration between a more knowledgeable person and
one with less knowledge. In the case of dictated writing, the more knowledgeable
person provides the words and the less knowledgeable person records them. In the
case of interactive writing, the more knowledgeable person provides guidance and the
less knowledgeable person contributes their own ideas and words. This collaboration
allows the less knowledgeable person to develop their understanding and skills, which
is the essence of the zone of proximal development.