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Exam 1
Language Development in Children
| Question | Answer |
|---|---|
| 1 What is Communication? | The sending and receiving of information, ideas, feelings or messages |
| 2 What are some ways that humans communicate? | Body language, spoken words, facial expressions, clothing, hairstyles, art, drawing, music, dance, proximity, scent |
| 3 Define Language | A system of abstract symbols and rule-governed structures, the specific conventions of which are learned |
| 4 Examples of Language | Letters to written words, sounds to spoken words, american sign language |
| 5 What are the three components of language? | Form, Content, Use |
| 6 Define Form, Content, Use | FORM= syntax/grammar, CONTENT= semantics/lexicon, USE=Social Language |
| 7 What is Speech? | The oral expression of language |
| 8 Who is Charles Hockett? | A linguist. He developed the 13 design features of language |
| 9 Why did Hockett develop the 13 design features of language? | Hockett compared human language and animal communication systems. He considers what makes human language unique |
| 10 interchangeability | Imitation – any human can say anything another human says -“if you can say it, I can say it” |
| 11 total feedback | Humans can monitor their own speech, can catch or correct errors -When it breaks down – e.g., Wernicke’s aphasia -“Did I say that? Did I mean that?” |
| 12 semanticity | Using human speech to convey specific messages, words have certain meanings -ambiguity exists, context is important -“Sending messages loud and clear” |
| 13 discreetness | “limits of speech” -Languages are limited to a discrete/finite number of sounds. Once sounds of a language are learned as an infant, it is difficult to produce sounds in other languages |
| 14 displacement | Humans can talk about things in the past or future; things far away -“back to the future” |
| 15 productivity | Use finite collection of sounds/words to create infinite NEW messages -“creativity of mind and mouth” |
| 16 duality of patterning | Languages are restricted by the number of sounds they use, but the sounds can be combined in an infinite # of words and words into an infinite # of sentences -“many wholes from a few parts” |
| 17 evidence that plants and animals communicate | They recognize communication from the same species, demonstrating total feedback. -also discreetness in the limit of sounds/gestures they can use |
| 18 Define Holistic | Holistic Development considers the child as a whole person. Includes physically, emotionally, intellectually, socially, culturally and spiritually. |
| 19 Define Developmental Milestones | Milestones or norms describe recognized patterns of development that children are expected to follow. We establish these patterns through research and study of growth and development of infants/babies, toddlers and pre-schooler |
| 20 3 ages:stages of development | INFANT: 0-12 months TODDLER: 13-36 months PRESCHOOLER: 37-60 months |
| 21 Identify the four patterns of development | -simple to complex -head to toe -inner to outer -general to specific |
| 22 simple to complex | standing to walking to running or cooing to babbling to single words |
| 23 head to toe | lifts head, raises arms, sits, crawls and walks |
| 24 Inner to outer | raises arms, swipes, rakes and scissors and then moves to voluntary grasp |
| 25 General to specific | smiles at caregiver to cooing/laughing to words |
| 26 What are the five domains of development we have looked at? Who is responsible for each domain | SOCIAL-EMOTIONAL: psychology or counseling COMMUNICATION: speech-language pathology MOTOR SKILLS: physical therapy (gross) and occupational therapy (fine) COGNITION: education, special education or psychology PLAY: all the above |
| 27 Define Emotional Regulation | The ability to change or modify or regulate one's behavior when the emotional response exceeds or underwhelms the circumstance. |
| 28 Example of Emotional Regulation | Child can calm down and keep composure when frustrated |
| 29 Define Emotional Competency | Emotional EXPRESSION+ Emotional UNDERSTANDING+ Emotional REGULATION |
| 30 Example of Emotional Competency | Child can express empathy when noticing mom is upset with their behavior |
| 31 Define Gross Motor + example | Movement of large muscles -standing with legs |
| 32 Define Fine Motor + example | The ability to manipulate and control objects using and controlling the upper extremities and small muscles of the hand -picking up toy |
| 33 Define Sensory Development | Sensory development is the process through which we receive information about our 5 senses |
| 34 Example of Sensory Development ******** | proprioception? |
| 35 What are the two components of language | Expressive and Receptive |
| 36 What is receptive Language? What is expressive language? | COMPREHENSION (i.e. identification) vs VERBALIZATION (i.e. labeling) |
| 37 Define Cognition | -intellectual development or the development of the mind. -relates to recognizing, reasoning, knowing and understanding -using logical thought |
| 38 Proprioception | Ability to understand the position, movement, and effort of limbs + trunk without visual input |
| 39 Define Play | self-chosen and self-directed; intrinsically motivated; guided by mental rules; imaginative; and conducted in an active, alert, but relatively non-stressed frame of mind |
| 40 What is important about Play | Play development follows a specific sequence -supports and integrates all domains of development |
| 41 What are reflexes and their primary purpose? | automatic responses to stimuli in an environment. -they are instinctive survival skills |
| 42. 2 examples of reflexes and their purpose | SUCK- natural instinct to feed TONIC NECK- protection of airways when on back |
| 43 Why do reflexes integrate and disappear? | They become voluntary and support later motor skills |
| 44 Which reflexes remain throughout life? | Eye blink |
| 45 Acquisition of motor skills is known to foster which domain? | fosters language development and cognition |
| 46 Acquisition of language skills fosters which domain? | fosters social-emotional development |
| 47social-emotional milestones along the 3 stages | INFANT: demonstrate many emotions, have favorite things, early requests/commands TODDLER: imitate others, self-aware, use basic words with purpose PRESCHOOL: get along with other children, seeks to please others, follow rules better, identify feelings |
| 48identify a pattern of communication development along the 3 stages | general to specific pattern. reflects receptive language coming before expressive. *general language skills become more specific and complex with age* |
| 49List 2 major milestones that should be reached at 6 months | COMMUNICATION: babbling MOTOR: sit right unsupported |
| 50List 2 major milestones that should be reached at 24 months | COMMUNICATION: one or more new words a week MOTOR: play in squat position |
| 51. 4 months old: examples of 2 milestones | COMMUNICATION: imitate sound when heard MOTOR: hold head up unsupported |
| 52. 6 months old: examples of 2 milestones | COMMUNICATION: take vocal turns with parent MOTOR: reach with one hand |
| 53 how do 4 month's milestones support for 6 months? ******** | COMMUNICATION: language skills support social-emotional development MOTOR: ability to support head and look around increased child's curiosity (cognitive) |
| 54. 15 months old: examples of 2 milestones | SOCIAL EMOTIONAL: respond to own name when called MOTOR: stand independently |
| 55. 24 months old: examples of 2 milestones | SOCIAL EMOTIONAL: increasingly aware of oneself as separate from others MOTOR: push/pull objects while walking |
| 56 how do 15 month's milestones support for 24 months? ******** | SOCIAL EMOTIONAL: child is becoming self aware (social-emotional supports cognitive) MOTOR: ability to stand supported gross motor skills to walk (which supports cognitive development |
| 57. 36 months old: examples of 2 milestones | SOCIAL EMOTINAL: takes turns in games COMMUNICATION: makes syntactic/grammatical errors |
| 58. 60 months old: examples of 2 milestones | SOCIAL EMOTIONAL: cooperative play COMMUNICATION: understands that letters and sounds have structure |
| 59 how do 36 month's milestones support for 60 months? ******** | SOCIAL EMOTIONAL: child learned the do's and don'ts of how to interact with peers COMMUNICATION: child understands greater concepts |
| 60List 2 major milestones that should be reached at 36 months | COMMUNICATION: understand basic adjectives MOTOR: runs easily |
| 61Identify one pattern of development and describe that pattern’s progression within one stage of development | INFANT: head to toe pattern of progression involving the gross motor skills to fine motor skills. -infant can control neck and head, then trunk, then limbs |
| 62Identify the pattern and progression of social emotional development along the 3 stages of development | simple to complex pattern. *infant- bonding with immediate family *toddler- gain independence to explore *preschool- cooperative play with peers |
| 63Identify five types of play | solitary, on-looker, parallel, associative and cooperative play |
| 64solitary play + expected age | a lot of play time is alone, key to exploring the world around them ***3-18 months |
| 65on-looker play + expected age | watch other children play, helps them learn how to interact with others ***toddler years |
| 66parallel play + expected age | children will play alongside other children without interacting ***18-24 months |
| 67associative play + expected age | children will begin to play together with no shared goal, learning the do's and don'ts of interacting with peers. ***36-48 months |
| 68cooperative play + expected age | children begin to play together with games having rules or a plot ***around 48 months |
| 69A rattle is a toy often used using which type of play? | Young infant play (before 9 months) -solitary play |
| 70Explain representational or symbolic play. What age and Play stage does it appear? | Stage 3 | 17-19 months: tool use, playing house or teacher -shows that the child is mentally considering implication of life to play |
| 71Define Autosymbolic play | symbolic play involves only themselves. -making doll as their baby |
| 72Define compensatory play | Re-enacts experienced events, but modifies original outcomes -child pretends to bake cake like her mom did, but uses a cardboard box as an oven -playing doctor, pretending a shot has invincibility powers |
| 73Carol Westby nets that tool use observed in Stage III of play development is of great importance for language development. Why is this | use of objects allows child to use words to represent things or situations, just how we use language to symbolize ideas. -as children's capacity for symbolic thinking develops, so do the ways they use language to express themselves |
| 74Carol Westby states that Stage VII children begin to sequence pretend play. Explain the importance of sequencing and how this is expressed with language | Sequencing reflects development of representational thought. -making sense of and organizing info from environment -using metalinguistic language -higher order thinking abilities |
| 75protoimperitive | early commands -handing toy to adult if unable to operate (13-17 months) |
| 76example of sequencing play | feeding babydoll with a spoon and milk bottle |
| 77Why is play important for children | It allows them to synthesize and integrate information from multiple domains. -it gives them a chance to practice what they are learning |
Created by:
liz gelles
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