TYPICAL DEVELOPMENT WEEK 1

Theoretical perspectives/Global Development (Birth-2 years)/Biological and Environmental Factors

Development

An event constituting a new stage in a changing situation

Developmental Domains

The main areas of development

Holistic

The parts of something that are intimately interconnected and explicable only be reference to the whole child

Comprehension

• Understanding

• Receptive Language

• Input

Production

• Use

• Expressive Language

• Output

4 Comprehension Stages

1. Sensory Processing

2. Speech Perception

3. Language Decoding

4. Communicative intentions

4 Production Stages

1. Though genesis

2. Language Encoding

3. Motor Programming

4. Motor execution and speech

4 Birth to Adolescence Stages

1. Infancy + Toddlerhood (0-2 years)

2. Preschool (3-5)

3. Primary School (6-11)

4. Secondary School (12-18)

Canonical Babble

The production of well-formed syllables that consist of at least one vowel-like element and one consonant-like element

Jargon

Long strings of unintelligible sounds with adultlike prosodic and intonational patterns

Protowords

Vocalizations that meet the criteria of being a word in that they have stable sound-meaning relationships but do not appear to be based on the adult form

Quantitative Change

Used to describe a change in the size of the child’s inventories

Qualitative Change

Used to describe the onset of a new skill

Innateness (Chomsky)

Children are born with a set of language learning tools. The human brain contains linguistic information at birth that is triggered by hearing speech

Behaviorist (Skinner)

Children learn to associate certain sounds with certain situations

Cognitive (Piaget)

Language Development linked to cognitive development

Social Interactionist (Vygotsky)

Language emerges from the social role that language plays in human interaction and is tied to children’s appreciation of others’ communicative intentions

Developmental Foundations

1. Attention

2. Regulation

3. Cognition

4. Play

5. Gross motor

6. Fine motor

Sensorimotor

Infants are constantly experimenting

• Shake/throw

• Learn about world through trial and error

• Later stages include goal-orientated behavior

• Object permanence

Preoperational

• able to think about things symbolically

• Develop memory and imagination

• Their thinking is based on intuition and still not completely logical

• Don’t understand concepts like cause and effect, time, and comparison

• Increasingly aware of external events