Lifespan Flashcards
Phonology
-rules for using phonemes (smallest unit of sound in language)
Morphology
-rules governing use of morphemes (smallest unit of language that have meaning)
-“mis”
Syntax
-rules for how words can be combined into sentences
-allows us to understand differences in phrasing can mean the same thing (“ the client signed the release form.” vs. “the consent form was signed by the client.”)
Semantics
-meaning of words, phrases and sentences
-focuses on literal meaning
Pragmatics
-use of meaning of verbal and nonverbal language.
Cooing
6 to 8 weeks
babbling
Nonsensical speech (sounds are not unique to the child’s native language at this time)
3 to 6 months
canonical babbiling
9 months (babbling consistent with language of origin)
echolalia
When a child begins to repeat a word that they hear (typically over and over)
9 months
word comprehension (language dev.)
8 to 9 months
first word
10 to 15 months
vocabulary spirt
15 months
holophrastic speech
Child uses 1 word to describe what they want or state of being.
(“Cold” - “I am cold”)
12 to 15 months
telographic speech
*Child uses 2 words to express what they want
(“I go”)
18 to 24 months
Overextension
-using a word too broadly
*all four legged animals are dogs
Underextension
-using a word too specifically
-calling only plastic plates “plates”
Overregulation
-misapplies rules for plurals and past tense
*“foots”
Language Brokering
-Children who have to translate for their parents.
-both positive and negative effects
positive = strong interpersonal skills, and confidence
negative = anxiety, frustration, embarrassment, role reversal with parents.
Piaget- Moral Development
- Premoral (0 - 5 y.o.)
-limited understanding of rules - Heteronomous ( 5 y.o. - 6 y.o.)
-rules made my authority
-judgement of morality is based off of consequences - Autonomous (10 y.o. - 11 y.o.)
-rules made by agreement
-rules can be changed
-judge morality based off of intention
Kohlberg - Moral Development
- Pre-conventional
L1: Punish & obedience
-acceptable behavior depends of punishment
L2: Instrumental Hedonism
-acceptable behavior depends on if it leads to reward - Conventional
L1: Good boy/Good girl
-acceptable behavior depends on social approval
L2: Law -order orientation
-acceptable behavior depends on violation of the law/rules - Post-conventional
L1: Morality of contract
-acceptable behavior depends on being consistent with democratic chosen law.
L2: Morality of individual principles of consciousness
-acceptable behavior depends on if it’s consistent with broad principles of justice and fairness (universality)
Gillian’s - Moral Development
Level 1: Orientation to individual survival
-morality driven by individual needs/survival
First transition: Selfishness to responsibility
-morality is driven by connection and responsibility to others.
Level 2: Goodness as self-sacrifice
-morality is driven by reliance on others and social acceptance
Second transition: Goodness of truth
-morality is driven by the process of questioning comparative value of self vs. others.
Level 3: Morality of nonviolence
-morality is driven by a heightened understanding of choice between own need and care for other / Do no harm.
Freud’s - Personality Development
(0 to1) Oral
(1 to 3) Anal
(3 to 6) Phallic
(6 to 12) Latent
(12+). Genital
Erikson’s- Psychosocial Development
(0 to 1) Trust vs. Mistrust (Hope)
(1 to 3) Autonomy vs. Shame/doubt (Will)
(3 to 6) Initiative vs. Guilt (Purpose)
(6 to 12) Industry vs. Inferiority (Competence)
(12 to 18) Identity vs. Role confusion (Fidelity)
(18 to 45) Intimacy vs. Isolation (Love)
(45 to 65) Generativity vs. Stagnation (Care)
(65+) Ego integrity vs. dispair (Wisdom)
Authoritative Parents
*High in demand
*High in responsiveness
-clear rules
-involve children in decision making
-respect child’s opinion
-warm & affectionate
*BEST OUTCOME:
-self confidence, independent and cooperative, good social skills