HCS2023 WEEK 1 lecture+core reading Flashcards
how do we learn to talk
observations, imitation, learn phonemes and make noises
functional physical system (lungs, larynx tongue)
how do we learn to understand
associate sound patterns we hear with object around in our environment
functional auditory systems, sight for non-verbal communication
how do we learn to communicate
observe conversation, understand that making noise draws attention, starts basis of communication
social and cultural constraints impact how we learn to communicate (different gestures)
why is term ‘typical development’ potentially problematic
variation across/between languages, different communication styles and methods, doesn’t include neurodivergence
what are importance of services for early years
ensure children on track with development to go to school ready to learn
future economic implication (political)
what is importance of having knowledge of ‘typical’ child development
so service aimed at those who need external support, and so stretched services are not given to children who would be fine without support
at what age can children say complex sentences with word “because”
(I’m not going swimming later because I’ve got to go to Granny’s party)
3-4 year
at what age does child start to say babbling sounds
6 months
at what age can child understand short spoken phrases (shoes on)
18 months
at what age does child engage in functional play
18 months
at what age can children say most speech sounds clearly and speech is easily understandable/intelligble to others
5 years
by what age does child have ‘meta’ knowledge about language (number of syllables in the word ‘caterpillar’, why words belong in the same semantic category such as ‘clothes’; the first sound of the word ‘strawberry)
6-7 years
at what age does child start to say first words
1 year
at what age does child have spoken vocabularly of more than 10 words
12-18months
by what age does child engage in imaginative play
3 years
when does child put spoken vocab into phrases (more juice)
18 months
what age can child understand 3-4key word instructions
3-4 years
what age can child use their spoken language for range of reasons (to explain, argue, narrate)
5 years
name some of the different approach
- medical
- social
- impairment
- developmenta;
- educational
- functional
- psychological
- biopsychosocial
- ecological
- neurodiverse
outline examples in medical approach
cleft lip paalte
outline examples in social approach
school, home, friendships
outline examples in impairment approach
lacking, deficiencies
outline examples in educational approach
navigating school system, what content is accessible
outline examples in functional approach
friendships, functional impacts on life
outline examples in psychological approach
impacts on child
mental health (anxiety causes stammer and selective mutism)
what is issue with term impairmnet
puts focus on individual, something wrong
and perhaps no point interveneing as will not get better
(prevents access to many opportunities)
outlines with need/difference terminology
too vague
suggest support required but not nececssarily something that needs fixing (may prevent access to support, as difference implies they are different, but fine. actually needs more support)
what term may a parent prefer
disorder as opens access to different support
in practice can speak to parent to see what terms they prefer
outline social context in the differences for how a family may prefer to label their child with a problem
struggle with child needing extra support, may want term that doesn’t express severity
at a society level, what does describing difference due
present challenge and prevent access to necessary supports (governments see difference as fine, prevent funding)
when it comes to neurodiverse terminology, what do systematic reviews tend to find
medical language still dominates research
outline identity-first vs person-first language
autistic person
vs person with autism
neurodevelopmental conditions is in medical impairment approach, what does this suggest
result from genetic, environmental factor
interact to change brain development, tend to run in families
suggests a common cause but not sure what
include ASD, ADHD, LD, DLD, motor-coordination disorders
what is neurodiversity located in (model-wise)
social model of disability = asset, not deficit approach
identify strengths, focused on ASD, ADHD, dyslexia, dyspraxia
outline Bronfenbrenner bioecological model
individuals interaction with microsystems, mesosystem, exosystem, macrosystem
in Bronfenbrenner biological theory of human development, what is included in microsystem
family and peers
in Bronfenbrenner biological theory of human development, what is included in mesosystem
school
in Bronfenbrenner biological theory of human development, what is included in exosystem
society
in Bronfenbrenner biological theory of human development, what is included in macrosystem
shared belief systems
what are pragmatic language skills
relates to higher level aspects of discourse, like understanding need of listener, eg; amount of info they need
name some at home literacy factors
book exposure and preliteracy activites
