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Theory of Mind
Children learn to create “texts,”
sequences of at least two related
sentences through the experience
of scaffolded conversations in the
context of action.
Their texts become progressively
more decontextualized, referring to
others’ reactions, intentions and
interpretations of events (Theory of
Mind), as well as the events
themselves.
Conversational Skills
“protoimperatives” (or
“protodeclaratives”)
.
Turn-taking.
• In many cultures, mothers will treat their infants
and toddlers as conversational partners well
before the children are capable of effective turn-
taking.
• One may respond to the child’s smiles and burps
as well as his vocalizations, thus modeling
responses in a turn-taking rhythm and extending
periods of joint attention with the child.
• Following another’s gaze and establishing joint
attention about an object appear to be
themselves important precursors to
conversation.
• Research shows that time spent in joint
attention at 6 to 8 months predicts later
language measures (Mundy & Gomes,
1998).
• Indeed, periods of joint attention are the
necessary context for conversation.
• Over the second year, children move from
responding to others’ vocalizations with
actions to responding mostly with other
vocalizations, i.e. conversing.
Grice defines Cooperation in terms of four maxims