Child Development and Language Learning

Mention of lack of Post-it notes and preference for standing, but starting seated.

Discussion on Term Paper Part Two.
Feedback on Part One: Positive reception of submissions, desire for more perfect scores in Part Two.

Research Article Requirement
- Must be from the field of education (educational psychology included).
- Article about a meaningful topic of the student’s choice.
- Topics do not need to align with Part One but can.
Scoring Considerations
- Goal to achieve high performance; better scores expected.
Example Provided
- Gabby’s observations at her workplace as a basis for selecting her topic related to "moral development".
Assessment Procedure
- Writing a persuasive essay based on the chosen article, incorporating course theories.
- Encouragement to adopt continued interest-related topics for Parts Two and Three.
Research Article Characteristics
- Must be from a peer-reviewed journal; empirical research is mandatory.
- Alternative formats like metasynthesis or literature reviews allowed if they are from educational journals.

Recommended databases:
- Google Scholar for broad searches.
- Specialized databases available for Hunter students: PsycINFO, ERIC, OneSearch.
Importance of utilizing effective search techniques (e.g., Boolean searches).

Emphasis on closely reviewing the rubric before submission.
Need for APA formatting:
- Cover page and references page included.
- Advisement to check resources for APA style (e.g., Purdue OWL).

Overview of midterm exam performance across different class levels.
Class average for this course notably lower than expected (approximately 70).
Examination format details:
- 50 multiple-choice questions; content derived from lecture slides.
Noteworthy disparities in grade distribution compared to expected patterns (bell curve).

Students express challenges during the exam:
- Difficulty distinguishing between closely related answers.
- Use of AI tools for studying; perceived inaccuracies.
- Concerns over perceived "trickiness" of questions.
Educator’s reflections on student study habits and consistent engagement with course material.

Considerations for future examinations and quizzes either integrated into grading or not.
Possibility of weekly quizzes as part of a learning strategy.
Grading policy consideration: counting the higher score of midterm and final.
Importance of constant engagement with course materials stated.

Transition into Chapter 8 lecture, focusing on language development.
Key Components of Language Usage:
- Phonology: Sound system of language.
- Semantics: Meanings of words and combinations.
- Syntax: Rules for constructing phrases and sentences.
- Pragmatics: Conventions for social verbal interactions.

B.F. Skinner's Modeling and Reinforcement:
- Emphasis on caretaker modeling and reinforcement of speech.
Nativism by Noam Chomsky:
- Proposal of innate language acquisition mechanisms (universal grammar).
Cognitive Process Theories:
- Children as active participants in their own language development.
Social Cultural Theories:
- Language socialization through social interactions.
Functionalism:
- Focus on the reasons behind communication.

Semantic Development:
- Rapid vocabulary growth in early childhood (e.g., 10 words/week to 20 words/day).
- Distinction between lexical (content) vs. grammatical (function) words.
- Common errors: overextension (applying terms too broadly) and underextension (limited application of terms).
Syntactic Development:
- Progression from single-word to two-word sentences (e.g., telegraphic speech).
- Development of complex sentence construction over time.

Acknowledgment of time for a brief break before continuing with lecture material.