Basic Concepts

Basic concepts are the foundation of a child’s education. They are words that a child needs to understand in order to perform everyday tasks like following directions, participating in classroom routines, and engaging in conversation. A child needs to know basic concepts in order to be successful in reading, writing, and math. In fact, knowledge of basic concepts directly relates to a child’s performance in school.

An excerpt from Super Duper Inc. handout: What Are Basic Concepts? by Susie Loraine, M.A., CCC-SLP

Basic concepts are:

• Basic colors - red, blue, green…
• Directions - through, around…
• Quantities - few, many…
• Sequences - first, next…
• Shapes - round, square…
• Size - big, little…
• Social/Emotional States - happy, sad…
• Characteristics - old, new…
• Textures - rough, smooth…
• Time - late, early…
• Spatial Relationships and Positions -front, behind, top, bottom...

Typical Development for Basic Concepts

Young children develop their understanding of basic concept words in natural encounters throughout the day.  Concepts develop fluidly and not necessarily in a step-by-step sequence.  However, the following list provides general guidelines for when you can expect your child to develop their understanding and use of a variety of concept words.

At Age 1-2 Years Children Begin to Understand:

• Spatial/positional concepts:  in, on, under
• Directional concepts:  up, down
• Other concepts:  another

At Age 2-3 Years Children Begin to Understand and Use:

• Number concepts:  one, two, many
• Size concepts:  big, little/small, long
• Spatial/positional concepts:  off, out of, together, away from, top
• Time concepts:  soon, later, wait
• Comparative concepts:  same, not the same
• Other concepts:  open, shut, stop, go/start, loud, quiet, heavy, soft, fast, hot, cold

At Age 3-4 Years Children Begin to Understand and Use:

• Quantity concepts:  empty, a lot, three, none
• Equality concepts:  both, different
• Spatial/positional concepts:  next to, beside, between, behind, in front of, around, bottom, top, first, near
• Size concepts:  short
• Other concepts:  hard, slow, light (weight), colors

At Age 4-5 Years Children Begin to Understand and Use:

• Comparative adjectives:  e.g. big, bigger, biggest
• Time concepts:  yesterday, today, tomorrow, first, then, next, days of the week, last week, next week
• Spatial/positional concepts:   middle, last, nearest, through, away from, in a line, corner, far
• Size/quantity concepts:  thick, thin, whole, part, tall, fat, thin, wide, narrow
• Quantity concepts:  four, five, few, pair

At Age 5-6 Years Children Begin to Understand and Use:

• Opposites:  e.g. over/under, big/little, soft/hard
• Positional concepts:  left, right, above, below
• Adverbial concepts:  backwards, forwards
• Ordinal number concepts:  second, third, fourth etc.
• Time concepts:  morning, afternoon, later
  

Strategies for Concept Use & Understanding

Model: Help your child learn basic concepts by modeling descriptive words. Talk to your child about everything you see and hear in your environment. Bring your child's attention to textures (e.g., the way things feel—smooth, bumpy, soft).

Descriptive Language: Expand the words you use when you describe things. For example, instead of using the word "big" just because you know your child understands it, use the word "huge" to expose your child to new words.

Visuals: When talking about spatial relationships and positions (where things are), support your child's understanding by adding a visual cue (i.e., say the word "below" while pointing to "below"). Provide your child with many opportunities to hear the word (don't use the gesture on it's own).

WH Questions: Use and encourage "Wh" questions and answers. "Wh" questions often encourage the use of basic concepts in response. For example, "where" encourages a response that uses spatial relationships and positions (behind, under) and directions (across, through). "When" encourages a response that uses time concepts (before, later).

Every day use: Basic concepts are the building blocks a child needs to have success in school and in everyday life. They are common, but very important, words that you can teach your child through conversation, reading, and singing. Use these words often and every day.