SPE1057 : Child Development (Child Development and Speech Language Acquisition)
- Offered for Year: 2024/25
- Module Leader(s): Mrs Sarah Barnett
- Lecturer: Mrs Linda Jose
- Other Staff: Dr Nick Riches
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 1 Credit Value: | 10 |
Semester 2 Credit Value: | 10 |
ECTS Credits: | 10.0 |
European Credit Transfer System |
Aims
Child Development & Child Language:
Outline the stages and processes in the development of the child and examine factors that influence the course of development.
Examine the social contexts of early child development and communication.
Provide an introduction to children's speech and language development.
Provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.
Child Study:
Provide an opportunity to observe and interact with typically - developing children.
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)
Provide an opportunity to evaluate children's language, social, cognitive and motor development.
Apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.
Provide awareness of issues relating to reliability and validity when evaluating child language.
Use appropriate techniques for analysing and synthesising data from multiple data sources and data gathering techniques to create a holistic picture of a child
Develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.
Enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, and to use data to evaluate hypotheses.
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.
For students studying the clinical programmes (BSc Speech & Language Therapy and Masters of Speech and Language Sciences), the HCPC Standards of Proficiency are of relevance. This module addresses aspects of the following standards but is not the only module to do so:
2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is proportionate to the to the circumstances and is appropriately documented.
12.7 understand linguistics and phonetics, psycholinguistics, sociolinguistics and all levels of typical processing and the differences for individuals whose home
12.9 understand psychology as relevant to lifespan development and change, typical and impaired communication and psychological and social wellbeing
13.2 gather appropriate information
13.4 select and use appropriate assessment techniques and equipment
13.5 undertake a thorough, sensitive and detailed assessment
13.3 analyse and critically evaluate the information collected
13.8 recognise a range of research methodologies relevant to their role
Outline Of Syllabus
Child Development & Child Language:
Outline the stages and processes in the development of the child and examine factors that influence the course of development, focusing on first five years of life
Examine the social contexts of early child development and communication including importance of play
Stages and sequences of first language and speech development in children from infancy through to adolescence.
Overview of bilingual language acquisition
Provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.
Child Study:
To provide an opportunity to observe and interact with typically - developing children.
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)
To provide an opportunity to evaluate children's language, social, cognitive and motor development.
To apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.
To become aware of issues relating to reliability and validity when evaluating child language.
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
To develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.
To enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, to use data to evaluate hypotheses.
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.
In relation to the RCSLT curriculum guidance, the module covers aspects related to phonetics and linguistics (4.4.1) with a specific focus on phonetics and clinical applications, general linguistics and clinical applications and speech and language acquisition and change over the lifespan. Within psychological and social sciences (4.4.2), there is a focus on psychological development and change and social development.
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | 2 hrs per week. First part - child development, Second part - speech and language acquisition. |
Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 90:00 | 90:00 | N/A |
Structured Guided Learning | Structured research and reading activities | 1 | 22:00 | 22:00 | N/A |
Guided Independent Study | Project work | 12 | 1:00 | 12:00 | Data collection for child study |
Scheduled Learning And Teaching Activities | Workshops | 2 | 2:00 | 4:00 | Mimo workshops |
Total | 200:00 |
Teaching Rationale And Relationship
Lecture material, supported guided reading and research and independent study introduce and develop the knowledge outcomes (KO) 1, 2, 3, 8, 9, 10, 11 and the skills outcomes (SO) 2, 6, 7 ,8
Workshops allow students to learn and practice SO of 2, 7 & 8 and KO of 7, 8, 9, 10
Project 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.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Report | 2 | M | 100 | 3500 words including 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.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SPE1057's Timetable