|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
Child Language and Development
Child Development & Child Language:
1) To outline the stages and processes in the development of the child and examine factors that influence the course of development.
2) To examine the social contexts of early child development and communication.
3) To provide an introduction to children's speech and language development.
4) To provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.
1) To provide an opportunity to observe and interact with typically - developing children.
2) To provide the opportunity to practice and consider the validity of a range of data collection techniques (observation, interview, parent report, play based assessment, spontaneous language sampling).
3) To provide an opportunity to evaluate children's language, social, cognitive and motor development.
4) To apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.
5) To become aware of issues relating to reliability and validity when evaluating child language.
6) To use appropriate techniques for analysing and synthesising data from multiple data sources and data gathering techniques to create a holistic picture of a child.
7) To develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.
8) To enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, and to use data to evaluate hypotheses.
9) To practice linguistic and phonological analysis of data from a typically developing child in order to increase skills in analysis and also to gain knowledge of typical speech and language development.
Child Language and Development:
Overview of stages and aspects of development, and biological and environmental influences on development, focussing on the first five years of life.
Stages and sequences of first language and speech development in children from infancy through adolescence, and methods used to study children's development.
Child phonetic and phonological analysis:
Building on teaching from SPE10xx linguistics and phonetics 1, students learn a range of techniques to identify phonetic and phonological patterns in child speech, both typical and disordered.
The Child Study is based around observations of a young child, usually made in their home. The typical age of the child should be between 1;6 – 4;6 (years; months). The report should be based on at least two visits but may require three.
The purpose of the child study is to give students:
• the opportunity to observe the family life of young children and child care;
• an opportunity to relate their theoretical understanding of normal development to an individual child;
• practice in observing and interacting with children and their parents;
• the opportunity to record, transcribe and analyse a typically-developing child’s speech and language production;
• become aware of issues relating to reliability and validity when evaluating language
The student will be expected to demonstrate
1. an understanding of the stages and processes of motor, perceptual, social and cognitive development in children and the factors which influence them;
2. an understanding of the stages and processes of speech and language development and the factors which influence them;
3. an awareness of the inter-relationships among cognitive, social and communication development.
At the completion of the child study, the student should be able to:
4. comment appropriately on the developmental progress and individual characteristics of a pre-school child;
5. interact with, play and converse with pre-school children at an appropriate level;
6. record and accurately transcribe a sample of a child's language;
7. use appropriate computer software for transcription and analysis of child language and comment with some knowledge of normal language acquisition on the child's linguistic development.
8. transcribe phonetically a corpus of data from a typically developing child,
9. complete phonetic and phonological analyses on both a corpus of transcribed data from disordered speech and the student’s own data from a typically developing child.
10. from the above analyses, formulate hypotheses regarding the relative impact on intelligibility of the observed phonetic and phonological patterns
11. ensure that measures taken are reliable and valid.
The student will be expected
1. to interact with, play and converse with pre-school children at an appropriate level;
2. to record, transcribe and analyse a sample of a child's speech and language and consider the resulting data in light of the literature on child language development;
3. to take a developmental case history from a parent in an appropriately professional manner
4. to administer, score and interpret a parent report measure with respect to an individual child
5. to design, complete and interpret the outcome of a play-based assessment probe based on psychological literature and appropriate to a child’s developmental level
6. to synthesise data from multiple sources to create a holistic picture of a child’s development
7. to become aware of issues relating to reliability and validity of assessment instruments;
8. to comment appropriately on the developmental progress and individual characteristics of a pre-school child.
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||28||1:00||28:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||60:00||60:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||8||1:00||8:00||N/A|
|Guided Independent Study||Directed research and reading||1||56:00||56:00||N/A|
|Scheduled Learning And Teaching Activities||Fieldwork||1||28:00||28:00||N/A|
Lectures and independent study (e.g. directed readings each week) introduce and develop the knowledge outcomes (KO) 1, 2, 3, 8, 9, 10, 11 and the skills outcomes (SO) 2, 6, 7 ,8
Practicals allow students to learn and practice SO of 2, 7 & 8 and KO of 7, 8, 9, 10
Field work involves students conduct a practical project (a Child Study) in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.
The format of resits will be determined by the Board of Examiners
|Report||2||A||100||Child study report 4000 words: includes phonetic/phonological and linguistic analysis|
The child study is a large and challenging piece of work feeding into both theoretical and clinical skills and knowledge base required to be a Speech and Language Therapist. The study involves students conduct a practical project in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.
Data collection, data analysis, relationship to theory, evaluation of reliability & validity of data, synthesis across domains individuality of approach are all assessed.
Disclaimer: The information contained within the Module Catalogue relates to the 2016/17 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.