Module Catalogue 2014/15

SPE1035 : Child Development and Speech Language Acquisition

  • Offered for Year: 2014/15
  • Module Leader(s): Dr Cristina McKean
  • Owning School: Education, Communication & Language Sci
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment

N/A

Co Requisites
Co Requisite Comment

N/A

Aims

Child Language and Development
Child Development & Child Language:
1) To outline the stages and processes in the development of the child and examine factors that influence the course of development.
2) To examine the social contexts of early child development and communication.
3) To provide an introduction to children's speech and language development.
4) To provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.

Child Study:
1) To provide an opportunity to observe and interact with typically - developing children.
2) To provide the opportunity to practice and consider the validity of a range of data collection techniques (observation, interview, parent report, play based assessment, spontaneous language sampling).
3) To provide an opportunity to evaluate children's language, social, cognitive and motor development.
4) To apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.
5) To become aware of issues relating to reliability and validity when evaluating child language.
6) To use appropriate techniques for analysing and synthesising data from multiple data sources and data gathering techniques to create a holistic picture of a child.
7) To develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.
8) To enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, and to use data to evaluate hypotheses.
9) To practice linguistic and phonological analysis of data from a typically developing child in order to increase skills in analysis and also to gain knowledge of typical speech and language development.

Outline Of Syllabus

Syllabus:
Child Language and Development:
Overview of stages and aspects of development, and biological and environmental influences on development, focussing on the first five years of life.
Stages and sequences of first language and speech development in children from infancy through adolescence, and methods used to study children's development.

Child phonetic and phonological analysis:
Building on teaching from SPE10xx linguistics and phonetics 1, students learn a range of techniques to identify phonetic and phonological patterns in child speech, both typical and disordered.
Child Study:
The Child Study is based around observations of a young child, usually made in their home. The typical age of the child should be between 1;6 – 4;6 (years; months). The report should be based on at least two visits but may require three.
The purpose of the child study is to give students:
•       the opportunity to observe the family life of young children and child care;
•       an opportunity to relate their theoretical understanding of normal development to an individual child;
•       practice in observing and interacting with children and their parents;
•       the opportunity to record, transcribe and analyse a typically-developing child’s speech and language production;
•       become aware of issues relating to reliability and validity when evaluating language

Learning Outcomes

Intended Knowledge Outcomes

The student will be expected to demonstrate
1.       an understanding of the stages and processes of motor, perceptual, social and cognitive development in children and the factors which influence them;
2.       an understanding of the stages and processes of speech and language development and the factors which influence them;
3.       an awareness of the inter-relationships among cognitive, social and communication development.
Child Study:
At the completion of the child study, the student should be able to:
4.       comment appropriately on the developmental progress and individual characteristics of a pre-school child;
5.       interact with, play and converse with pre-school children at an appropriate level;
6.       record and accurately transcribe a sample of a child's language;
7.       use appropriate computer software for transcription and analysis of child language and comment with some knowledge of normal language acquisition on the child's linguistic development.
8.       transcribe phonetically a corpus of data from a typically developing child,
9.       complete phonetic and phonological analyses on both a corpus of transcribed data from disordered speech and the student’s own data from a typically developing child.
10.       from the above analyses, formulate hypotheses regarding the relative impact on intelligibility of the observed phonetic and phonological patterns
11.       ensure that measures taken are reliable and valid.

Intended Skill Outcomes

The student will be expected
1. to interact with, play and converse with pre-school children at an appropriate level;
2. to record, transcribe and analyse a sample of a child's speech and language and consider the resulting data in light of the literature on child language development;
3. to take a developmental case history from a parent in an appropriately professional manner
4. to administer, score and interpret a parent report measure with respect to an individual child
5. to design, complete and interpret the outcome of a play-based assessment probe based on psychological literature and appropriate to a child’s developmental level
6. to synthesise data from multiple sources to create a holistic picture of a child’s development
7. to become aware of issues relating to reliability and validity of assessment instruments;
8. to comment appropriately on the developmental progress and individual characteristics of a pre-school child.

Graduate Skills Framework

Graduate Skills Framework Applicable: Yes
  • Cognitive/Intellectual Skills
    • Critical Thinking : Assessed
    • Data Synthesis : Assessed
    • Active Learning : Assessed
    • Literacy : Assessed
  • Self Management
    • Self Awareness And Reflection : Present
    • Planning and Organisation
      • Goal Setting And Action Planning : Assessed
    • Personal Enterprise
      • Innovation And Creativity : Assessed
      • Initiative : Assessed
      • Independence : Assessed
      • Problem Solving : Assessed
      • Adaptability : Assessed
  • Interaction
    • Communication
      • Interpersonal : Present
      • Written Other : Assessed
    • Team Working
      • Relationship Building : Present
      • Negotiation : Present
  • Application
    • Occupational Awareness : Present
    • Social Cultural Global Awareness : Assessed

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion160:0060:00N/A
Guided Independent StudyAssessment preparation and completion120:0020:00N/A
Scheduled Learning And Teaching ActivitiesLecture281:0028:00N/A
Scheduled Learning And Teaching ActivitiesPractical81:008:00N/A
Guided Independent StudyDirected research and reading156:0056:00N/A
Scheduled Learning And Teaching ActivitiesFieldwork128:0028:00N/A
Total200:00
Teaching Rationale And Relationship

Lectures and independent study (e.g. directed readings each week) introduce and develop the knowledge outcomes (KO) 1, 2, 3, 8, 9, 10, 11 and the skills outcomes (SO) 2, 6, 7 ,8
Practicals allow students to learn and practice SO of 2, 7 & 8 and KO of 7, 8, 9, 10
Field work involves students conduct a practical project (a Child Study) in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Report2A100Child study report 4000 words: includes phonetic/phonological and linguistic analysis
Assessment Rationale And Relationship

The child study is a large and challenging piece of work feeding into both theoretical and clinical skills and knowledge base required to be a Speech and Language Therapist. The study involves students conduct a practical project in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.
Data collection, data analysis, relationship to theory, evaluation of reliability & validity of data, synthesis across domains individuality of approach are all assessed.

Timetable

Past Exam Papers

General Notes

N/A

Note: The Module Catalogue now reflects module information relating to academic year 14/15. Please contact your School Office if you require module information for a previous academic year.

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