Primary Children Think about Words: Concepts and Implications.
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| Title: | Primary Children Think about Words: Concepts and Implications. |
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| Language: | English |
| Authors: | Templeton, Shane |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1978 |
| Document Type: | Information Analyses Speeches/Meeting Papers Opinion Papers |
| Descriptors: | Child Development, Cognitive Development, Cognitive Processes, Elementary Education, Language Acquisition, Language Learning Levels, Language Research, Linguistics, Literature Reviews, Preschool Education |
| Abstract: | From about age four to age eleven, a child's concept of "word" develops from a lack of conceptual differentiation about things and events to an awareness of words as meaningful elements in themselves. Piaget's theory of cognitive development offers a perspective from which this phenomenon can be evaluated. The preoperational and concrete operational stages have characteristics that match the development of word concepts. In addition, children have a tacit awareness of language and print that they use at a subconscious level. There seems to be a development from centering on a subjective system to centering on an objective system at the tacit level of language development. Tacit and conscious knowledge together interact as children develop the idea of word as content and word as form. As a child develops, teachers or parents can give assistance. An illustrated alphabet strip in the child's bedroom, dictated experience stories, labeling objects in the home, and categorizing games with words are strategies that help children along to a wholesome concept of words. (TJ) |
| Entry Date: | 1979 |
| Accession Number: | ED169468 |
| Database: | ERIC |
| Abstract: | From about age four to age eleven, a child's concept of "word" develops from a lack of conceptual differentiation about things and events to an awareness of words as meaningful elements in themselves. Piaget's theory of cognitive development offers a perspective from which this phenomenon can be evaluated. The preoperational and concrete operational stages have characteristics that match the development of word concepts. In addition, children have a tacit awareness of language and print that they use at a subconscious level. There seems to be a development from centering on a subjective system to centering on an objective system at the tacit level of language development. Tacit and conscious knowledge together interact as children develop the idea of word as content and word as form. As a child develops, teachers or parents can give assistance. An illustrated alphabet strip in the child's bedroom, dictated experience stories, labeling objects in the home, and categorizing games with words are strategies that help children along to a wholesome concept of words. (TJ) |
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