Topic 7 development from 6-12 years

Question 1

Formal schooling:

Answer 1

refers to the structured education that is provided by certified teachers in a classroom setting, typically within a school or educational institution.

Question 2

Oral language development:

Answer 2

• Develop more sophisticate semantic and syntactic forms (language content and form)
• Become more effective communicators and conversationalists (language use)
• Develop the ability to reflect on the nature of language itself (metalinguistic skill)
• Learn about the written language system (literacy)

Question 3

Piaget’s theory:

Answer 3

In the primary school age, children will come towards the preoperational stage (2-7 years), in which they are able to represent objects mentally but their thinking is still limited in several ways. They will then enter the operational stage (7-11 years), children’s thinking becomes more organised and logical, they are better able to understand concrete events and perform metal operations (e.g. sorting, classifying and ordering objects)

Question 4

Vocabulary development:

Answer 4

• Words of increasing abstractness and decreasing frequency are acquired.
• Vocabulary not only increases in size, but also in the depth of word knowledge. Begin to understand subtleties such as difference between angry and furious.
• They learn adverbs to indicate magnitude.
• Children have a greater understanding that words may take on multiple meanings.
• They acquire new vocabulary associated with learning at school, such as remember, conclude, predict.
• There is increased knowledge of relational terms, especially space and time.
• Deictic (pointing) terms become more specific. For example, rather than saying here or there, they may use more environmental or spatial terms
• They learn ‘connectives’ used in narratives, reading and writing, such as but, although however. The development of understanding of these are gradual, and some not fully mastered until the start of high school.
• There is an increased knowledge of kinship terms such as cousin, in-law etc.
• They learn ‘double-function words’ words that have a physical and psychological meaning (e.g. cold, hard, crooked)

Question 5

Figurative language development

Answer 5

-word definitions
-understanding and use of fig lang (idioms, proverbs, metaphors, similes)

Question 6

Development of language form

Answer 6

a slow gradual advance in syntax during the school years. Children’s utterance length will increase at an average of one word per year until about 9 years of age. We will continue to see an evolution of more complex low frequency structures eg. wh- questions and complex sentences, passive sentences and various morphological structures related to nouns and verbs

Question 7

Speech development

Answer 7

By 6, they are intelligible, most have acquired adult phonological system by 5-6, thus phonological processes should be resolved. By 6 years of age, the expected speech accuracy in Australian children is:
- PCC: 89.54%
- PVC: 94.8%
the ability to produce consonant clusters also continues to be developed.

Question 8

Development of coarticulation ability

Answer 8

Coarticulation=refers to influence of adjacent units of speech on one another. Coarticulation allows us to be much more efficient in our speech, coarticulation effects come into place by 4 years of age, but develop until adulthood.

Question 9

critical age hypothesis

Answer 9

development of literacy will be compromised if a child is not intelligible by the time they start formal literacy instruction

Question 10

Fluency

Answer 10

we expect the normal period of disfluency seen earlier to have now resolved. Pauses, fillers, and repetitions decline with age. No single word repetitions, sound repetitions, prolongations or blocks are expected in the absence of persistent developmental stuttering disorder.

Question 11

Voice

Answer 11

• Loudness: voice loud enough to be heard
• Pleasantness: pleasant to the ear
• Flexibility: flexible enough to express emotion
• Representation: represents individual’s age and gender
• Production: voice produced without developing vocal trauma & laryngeal lesions

Question 12

Feeding

Answer 12

all mature feeding skills and preferences in place. Children are independent in feeding themselves, have more control over their hunger and fullness signals, they may become more adventurous with their food choices, may resist trying new foods

Question 13

Play

Answer 13

significant shift in the way children play. Children are moving beyond the imaginative and symbolic play of early childhood and are becoming more interested in structured and rule-based games