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HCS2023 FLASHCARDS > HCS2023 WEEK 1 lecture+core reading > Flashcards

HCS2023 WEEK 1 lecture+core reading Flashcards

1
Q

how do we learn to talk

A

observations, imitation, learn phonemes and make noises
functional physical system (lungs, larynx tongue)

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2
Q

how do we learn to understand

A

associate sound patterns we hear with object around in our environment
functional auditory systems, sight for non-verbal communication

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3
Q

how do we learn to communicate

A

observe conversation, understand that making noise draws attention, starts basis of communication
social and cultural constraints impact how we learn to communicate (different gestures)

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4
Q

why is term ‘typical development’ potentially problematic

A

variation across/between languages, different communication styles and methods, doesn’t include neurodivergence

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5
Q

what are importance of services for early years

A

ensure children on track with development to go to school ready to learn
future economic implication (political)

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6
Q

what is importance of having knowledge of ‘typical’ child development

A

so service aimed at those who need external support, and so stretched services are not given to children who would be fine without support

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7
Q

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)

A

3-4 year

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8
Q

at what age does child start to say babbling sounds

A

6 months

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9
Q

at what age can child understand short spoken phrases (shoes on)

A

18 months

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10
Q

at what age does child engage in functional play

A

18 months

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11
Q

at what age can children say most speech sounds clearly and speech is easily understandable/intelligble to others

A

5 years

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12
Q

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)

A

6-7 years

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13
Q

at what age does child start to say first words

A

1 year

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14
Q

at what age does child have spoken vocabularly of more than 10 words

A

12-18months

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15
Q

by what age does child engage in imaginative play

A

3 years

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16
Q

when does child put spoken vocab into phrases (more juice)

A

18 months

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17
Q

what age can child understand 3-4key word instructions

A

3-4 years

18
Q

what age can child use their spoken language for range of reasons (to explain, argue, narrate)

A

5 years

19
Q

name some of the different approach

A
  1. medical
  2. social
  3. impairment
  4. developmenta;
  5. educational
  6. functional
  7. psychological
  8. biopsychosocial
  9. ecological
  10. neurodiverse
20
Q

outline examples in medical approach

A

cleft lip paalte

21
Q

outline examples in social approach

A

school, home, friendships

22
Q

outline examples in impairment approach

A

lacking, deficiencies

23
Q

outline examples in educational approach

A

navigating school system, what content is accessible

24
Q

outline examples in functional approach

A

friendships, functional impacts on life

25
Q

outline examples in psychological approach

A

impacts on child
mental health (anxiety causes stammer and selective mutism)

26
Q

what is issue with term impairmnet

A

puts focus on individual, something wrong
and perhaps no point interveneing as will not get better
(prevents access to many opportunities)

27
Q

outlines with need/difference terminology

A

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)

28
Q

what term may a parent prefer

A

disorder as opens access to different support
in practice can speak to parent to see what terms they prefer

29
Q

outline social context in the differences for how a family may prefer to label their child with a problem

A

struggle with child needing extra support, may want term that doesn’t express severity

30
Q

at a society level, what does describing difference due

A

present challenge and prevent access to necessary supports (governments see difference as fine, prevent funding)

31
Q

when it comes to neurodiverse terminology, what do systematic reviews tend to find

A

medical language still dominates research

32
Q

outline identity-first vs person-first language

A

autistic person
vs person with autism

33
Q

neurodevelopmental conditions is in medical impairment approach, what does this suggest

A

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

34
Q

what is neurodiversity located in (model-wise)

A

social model of disability = asset, not deficit approach
identify strengths, focused on ASD, ADHD, dyslexia, dyspraxia

35
Q

outline Bronfenbrenner bioecological model

A

individuals interaction with microsystems, mesosystem, exosystem, macrosystem

36
Q

in Bronfenbrenner biological theory of human development, what is included in microsystem

A

family and peers

37
Q

in Bronfenbrenner biological theory of human development, what is included in mesosystem

A

school

38
Q

in Bronfenbrenner biological theory of human development, what is included in exosystem

A

society

39
Q

in Bronfenbrenner biological theory of human development, what is included in macrosystem

A

shared belief systems

40
Q

what are pragmatic language skills

A

relates to higher level aspects of discourse, like understanding need of listener, eg; amount of info they need

41
Q

name some at home literacy factors

A

book exposure and preliteracy activites

42
Q
A

HCS2023 FLASHCARDS (5 decks)

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