The development of vocabulary and Language in children between the ages of 4-5
The following skills are learned and used by children at this age:
- Words that connect, such as ‘when’ and ‘but’
- Explaining complicated emotions with words like
- Confusion, upset, and delight
- They use words such as ‘don’t know’ and ‘remember’ to explain what is happening in their brains
- Describe the location of things, such as ‘between’, ‘above’, ‘below’, and ‘top’.
- Additionally, your child is learning more and more adjectives to describe things – for instance, ’empty’ and ‘funny’.
The language skills of preschoolers are improving, but they understand far more words than they can use to express themselves.
Skills Development in Listening
As part of our daily schedule, we hold circle time, tell stories, and show cartoon movies to help students improve their listening skills. Also during these sessions, they learn how to distinguish sounds such as ‘voices of different animals’ or clapping sounds. Our phonic card box helps them develop an ear for phonics through many activities.
Readiness for reading
We come into play here with our specially designed curriculum books. Children learn to identify objects as well as situations through the visuals in the books. A special introduction to letters activity is also conducted so that the children can gradually identify the letters and words mentioned in the book.
Oral Expression Development
Children are natural storytellers. Telling stories fosters oral expression in children in an easy, fun, and natural way. Through such activities, children can express and communicate their feelings and understandings. As a result, they learn how to construct sentences and use correct grammar.
The development of vocabulary related to the body, the home, and the environment
Children are introduced to vocabulary related to their bodies, homes, and environments through fun conversations and action rhymes. The socio-emotional scenario can also be enhanced using picture reading cards, role play, and dramatization.
Increasing semantics’ strength
Children are introduced to vocabulary related to their bodies, homes, and environments through fun conversations and action rhymes. For the socio-emotional scenario, picture reading cards, role play, and dramatization are also used to enhance vocabulary.
Language development and sentences and grammar
- It is important for your child to learn how to put words together into sentences.
- You might find that your child is using more complex sentences that include words such as ‘because’, ‘so’, ‘if’, and ‘when’ – for example, ‘I don’t like that because it’s yucky’.
- Moreover, your child will begin to use possessives such as ‘daddy’s hat’. You will also hear past and present tense like ‘talked’ and ‘talk’.
- In addition, your child may apply these rules strictly across all examples without realizing that sometimes English breaks its own rules. For example, ‘He ran away’ instead of ‘He ran away’.
- If you ask your child, ‘Don’t you want to go to the park?’, they may reply, ‘I don’t want to go’ if they are older. However, your child might confuse the use of negatives.
Talking to each other
Often at this age, your child will tell stories that follow a theme and have a beginning and end. However, you might have to prompt them to keep the story going by asking, “And then what happened?”.”
Your child may start to reason, predict, show empathy, and use ‘what’, ‘why’, ‘where’, ‘who’, and ‘how’ questions to learn more about the world around them.
You’ll start hearing your child telling you about what they’re thinking as he or she gets closer to the age of four. They will talk about a wide variety of topics, and their questions may be more abstract and complex. Is it necessary to build a boat to get to Grandma if it keeps raining?
Although your child will be able to understand most of what you say by the age of four, some words might still be hard for them to pronounce, such as words that include the sounds ‘l’, ‘th’, and ‘r’.
Development of language understanding and proficiency
Your child might ask you to explain what you mean when they don’t understand what you say.
As long as the instructions are related to familiar things – for example, ‘When I open the gate, take my hand, then we’ll walk down to the corner’ – you will be able to explain instructions that require more than two steps to your child.
As long as your child can see the results themselves, he or she will be able to understand complicated explanations almost every time, especially if they are about something that is happening now or that they can see. A dog’s bowl of water has been exposed to the sun. Feel how warm it is. For example, they will understand an explanation like, “When the sun shines on something, it makes it hot.
You might see your child use words like ‘happy’, ‘sad’, ‘angry’, or ‘surprised’ when he or she is four years old.
In addition, your child may also know one or more colours and be able to compare two things, such as ‘This carrot is longer than that one’.
