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A five-year-old child
- Is cooperative with peers, understanding the need
for fair play
- Engages in dramatic make-believe play,
particularly with peers
- Uses language as main means of
communicating
- Holds conversation easily on number of
topics with variety of people
- Shows mature attention
and listening; can be taught in a classroom; easily integrates
what somebody says with
what she is doing
- Understands most grammatical structures; continuing
to develop an understanding of more complex sentences
(for
example, ‘The
cow was pushed by the horse’, ‘the boy who is
standing next to the shortest girl is the one who’s
got all the biscuits ’)
- Understands and responds appropriately
to ‘how?’ and ‘why?’ questions
- Follows
complicated stories without the need for pictures
- Able
to express self clearly on most occasions, reflecting
a vocabulary that consists of thousands of words
- Able
to define words according to function (for example a
car is for driving)
- Tells stories including an evaluation
in terms of how characters felt or what their intentions
were; starts to make predictions
- Uses pronouns (e.g.
he, she, it) and articles (a, an, the) correctly when
telling stories
- Starts to ask questions using ‘When?’
- Continues
to make grammatical errors (for example, ‘My
feets are cold’)
- Speech is clear to familiar and
unfamiliar listeners; possible difficulty pronouncing ‘th’, ‘ch’, ‘j’, ‘v’
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