Date of Award

5-2014

Degree Type

Creative Project

Degree Name

Master of Science (MS)

Department

Communicative Disorders and Deaf Education

Committee Chair(s)

Lauri Nelson

Committee

Elizabeth Parker

Committee

K. Todd Houston

Committee

Sonia Manuel-Dupont

Abstract

Pragmatics, or social/emotional skills are learned early in life by most typically developing children (DeLuzio, Girolametto, 2011). According to the American SpeechLanguage-Hearing Association (ASHA), social/emotional skills involve three major communication strategies. These include 1) using language for different purposes such as greeting, informing, requesting, 2) changing language depending on the relationship with the listener, and 3) following conversational and storytelling rules such as taking turns in conversation, staying on topic, using non-verbal signals, and maintaining appropriate body position and eye contact (ASHA, 2013). Social/emotional skills among children entering into the mainstream kindergarten setting, according to early childhood core state standards, include a development of self-awareness, positive self-esteem, and skills that promote positive interactions with others (Utah State Office of Education, 2013). Success in these social/emotional skills among young children generally contributes to kindergarten readiness.

Share

COinS