Sagacious, Sophisticated, and Sedulous: The Importance of Discussing 50-Cent Words with Preschoolers

Autor/in	Collins, Molly F.
Titel	Sagacious, Sophisticated, and Sedulous: The Importance of Discussing 50-Cent Words with Preschoolers
Quelle	In: Young Children, 67 (2012) 5, S.66-71 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Language Skills; Preschool Children; Vocabulary Development; Early Childhood Education; Young Children; Word Recognition; Reading Comprehension; Literacy; Child Language + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Worterkennung; Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; 'Children''s language'; Kindersprache
Abstract	Adults often use simple words instead of complex words when talking to young children. Reasons vary from teachers' beliefs that young children cannot understand sophisticated vocabulary because they are too young or have limited language skills, to teachers' unfamiliarity with complex words or with strategies for supporting vocabulary. As a consequence, sophisticated vocabulary learning is thwarted and opportunities to nurture children's curiosity about words go unrealized. In this article, the author shows how to fortify the vocabulary knowledge of soon-to-be readers with "sophisticated vocabulary"--words that are high level, communicate subtleties in detail, and are less common in everyday parlance (sometimes called "rare words"). (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10