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Development of Communication in Children (Language Development (Basil…
Development of Communication in Children
Language Development
Basil Bernstein (1971) found that there are two types of speech codes:
elaborated speech codes
restricted speech codes
Bloom and Lahey (1978) found that there are two main characteristics of language:
Language is a system of signs, or a code, whereby ideas about the world are represented through a conventional system of arbitrary signals for communication
Language is a convention. The members of a particular community have agreed on the usage of words. Language represents shared knowledge
Grundy, E; Henretta, JC (2006) found that there was a sandwich generation where women would be looking after parents/grandparents as well as children.
Meeting the Needs of Children and Young People with Speech, Language, and Communication Difficulties (Lindsey, G., Dockrell, J., Desforges, M., Laws, J., and Peacey, N. 2009)
White Rose Research Online (Baxter. S., Brookes, C., Bianchi, K., Khadeeja, R. and Hay, F (2009) Speech and Language Therapists and Teachers Working Together. Exploring the Issues
A Generation Adrift - The Communication Trust
Collaboration Between Teachers and Speech and Language Therapists: Services for Primary School Children with Speech, Language and Communication Needs. (Glover, A., McCormack, J. and Smith-Tamaray, M. 2015)
The Better Communication Research Programme: Improving Provision for Children and Young People with Speech, Language and Communication Needs (DfE, 2010)
Social Emotional Development
Nature/nurture
In the post-war period, many argued that humans are 'blank slates' who could be moulded by parents and others (Pinker, 2002).
An opposing view is that genes rather than parents are the main influence on children's development (Harris, 2009).
Feral Children
Oxana was neglected at birth. At the age of seven and a half, she was found by authorities, but she could not talk, she lacked many basic skills, and physically behaved like a dog. She was running on all fours, barking, slept on the floor, and she ate and took care of her hygiene like a dog.
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Social
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0-1 years: facial expressions, smiling, moving towards engaging, and interacting with animals
1-2 years: basic vocabulary, empathy, and interact with siblings if they have any
Physical Development
Gross motor skills:
0-1 years: moving, crawling, rolling, walking, bouncing, and able to move with some balance
1-2 years: muscle engagement, and balance
Fine Motor Skills
0-1 years: picking up/grasping food; reaching for objects; hand eye co-ordination
1-2 years: using utensils
Cognitive Development
Piaget's view that cognitive development is dependent on action and perception in infancy, reasoning based on concrete examples in early childhood and on the ability to use abractions in adolescence is also generally accepted.
Piaget's theory of cognitive development describes and explains the changes in logical thinking in children and adolescence.
Piaget has different assumptions based on cognitive development:
Children are active learners that construct knowledge through their environment
They learn through assimilation and accommodation
Development occurs in stages
Interaction with physical and social environments is key for cognitive development
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Vygotsky's theory of cognitive development - also known as Vygotsky's cultural history - focuses on the role of culture and social interaction. Speech is a major psychological tool in the child's development of thinking, as the child age's and develops, their basic speech becomes more complex.
Vygotsky has different assumptions based on cognitive development:
Children develop through formal and informal conversations with adults
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The first few years of life are critical for development as this is where thought and language becoming increasingly independent
Complex mental activities begin as social activities
Children can perform more difficult tasks with the help of a more advanced individual
Challenging tasks promote cognitive development
Play is important as it allow children to stretch themselves cognitively
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