Module 2 (Part Two): Development Birth to First Words

Question 1

What does APGAR stand for?

Answer 1

Activity
Pulse
Grimace
Appearance
Respiration

Question 2

Brain Development

Define: Pruning

Answer 2

The loss of synapses which are not used

Question 3

Brain Development

Identify the two spurts of brain development

Answer 3

Two growth spurt in brain development:
Utero to 18 months
10 to 13 years

Question 4

Brain Development

What changes occur in neurons and synapses from birth to 3 years of age?

Answer 4

Number of neurons remains the same, number of synapses increases

Question 5

Explain the significance of the Universal Hearing Screen

2 points

Answer 5

Hearing kicks in early (at birth)

Hearing has a short critical window

Question 6

Explain the 2 vision indicators at 3 months

Answer 6

Visual tracking assessment indicates eye movement only

Reaching for things by 12 weeks is an indicator for typical vision

Question 7

Markers for early cognitive development: Reflexes

Describe: MORO REFLEX

Answer 7

Rhythmic sucking

Question 8

Markers for early cognitive development: Reflexes

Describe: PALMAR REFLEX

Answer 8

Grasp something placed in hand

Question 9

Markers for early cognitive development: Reflexes

Describe: BABINSKI REFLEX

Answer 9

Fan toes when foot is touched

Question 10

Markers for early cognitive development: Reflexes

Describe: ROOTING REFLEX

Answer 10

turn and open mouth when cheek is stroked

Question 11

Describe the motor development milestones reached at:
3 months
4 months
5 months 
7 months

Answer 11

Motor Development Milestones:
3 months: reach out and grasp/hit
4 months: head control
5 months: sit up with support
7 months: crawling

Question 12

List Piaget’s Four Stages of Cognitive Development

with ages

Answer 12

Senosorimotor (birth - 2)
Pre-operational (2-7)
Concrete Operational (7-11)
Formal Operational (12+)

Question 13

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Senosorimotor Stage (birth - 2)

Answer 13

development of senses and movement, reflexes and habits, recognise external objects, intentional actions, and realisation object permanence, curiosity, egocentric = can think/see only from our own point of view

Question 14

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Pre-operational Stage (2-7)

Answer 14

Categorised thinking through symbolic and intuitive thoughts,
Cannot apply specific operation,
Recognise words and pictures are symbols,
Age 4 = birth of primitive reasoning (intuitive age)
Still ego-centric

Question 15

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Concrete Operational Stage (7-11)

Answer 15

Discover logic and concrete cognitive operations, sorting, generalisation, conversation, learn to rearrange thoughts e.g. reversibility of actions and practise these processes. understand we and everyone is unique and can put ourselves in other’s perspective

Question 16

Piaget’s Four Stages of Cognitive Development
Briefly Describe:
Formal Operational Stage (12+)

Answer 16

can think abstract, hypothetical, identity, morality, understand other people’s perspective => compassion, deductive reasoning, philosophise (establishment of identity returns egocentric thoughts)

Question 17

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 1: birth - 1 month

Answer 17

Substage 1: birth-1 month

Survival driven reflexes

Question 18

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 2: 1 month - 4 months

Answer 18

Substage 2: 1 month - 4 months
First habits and primary circular reactions
Repetitive reactions, practise grasping, looking, sucking

Question 19

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 3: 4 months - 8 months

Answer 19

Substage 3: 4 months - 8 months
Secondary circular reactions
Combining repetitive reactions, involving objects actions outside their own body, beginning of object-concept

Question 20

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 4: 8 months -1 2 months

Answer 20

Substage 4: 8 months -1 2 months
Co-ordination of secondary schemes, Deliberate/intentional behaviour, understand causal connections, can use a tool (means-end), gestures, objects and vocalisations are tools. intention to influence other’s behaviour or get a desired outcome
Develop OBJECT PERMANENCE

Question 21

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 5: 12 months - 18 months

Answer 21

Substage 5: 12 months - 18 months
Tertiary circular reactions
Time of experimentation - deliberate actions to observe consequence, crawling and walking, period of trial and error

Question 22

Piaget’s Six Sub-Stages of the Sensorimotor Stage

Substage 6: 18 months - 24 months

Answer 22

Substage 6: 18 months - 24 months
Beginning of thought
Beginning of representational thought, start of symbolic play, environment exists outside of themselves

Question 23

Piaget’s Four Stages of Cognitive Development
Key Features:
Pre-operational Stage (2-6)

Answer 23

Pre-operational Stage (2-6)
Development of symbolic behaviour
Explosion of language as words are symbols
Beginning of pretend play and problem-solving
Still mostly egocentric thought

Question 24

Piaget’s Four Stages of Cognitive Development
Key Features:
Concrete Operational Stage (6-12)

Answer 24

Concrete Operational Stage (6-12)
Start of logical thinking (concrete thought) how things relate to each other
Child develops abstract rules and strategies to interact
Develop flexibility in thought and problem solving - reversibility
Continued development of perspective taking - decentration

Question 25

Piaget's Four Stages of Cognitive Development Key Features: Formal Operational Stage (12+)

Answer 25

``` Formal Operational Stage (12+) Can think of abstract ideas and hypotheticals Can adeptly consider other viewpoints More organised thinking Systematic problem solving Can consider multiple possibilities Can think of things they have never experienced Can use reasoning ```

Question 26

``` Explain the types of reasoning: inductive deductive hyopothetico-deductive flexible ```

Answer 26

Types of Reasoning inductive: specific —> general deductive: general —> specific hyopothetico-deductive: hypothesis testing flexible: complex problems using language

Question 27

Explain the main concept of Neo-Piagetian Theory

Answer 27

Neo-Piagetian Theory = stages + information processing Increased capacity of working memory and improved efficiency at information processing, allows for storage of more information and reduced demand on working memory

Question 28

Define: Symbol

Answer 28

A symbol is an object, gesture or label that is used to represent a concept, a thought or other object.

Question 29

Qualities of Play (6)

Answer 29

``` pleasurable intrinsic spontaneous voluntary active engagement what kids do best ```

Question 30

Define: Decontextualisation

Answer 30

Decontextualisation | the ability to use less realistic substitute objects and to use them in a different context than usually occurs

Question 31

Define: Decentration

Answer 31

Decentration | incorporating others as participants into pretend activities

Question 32

Define: Sequential Organisation

Answer 32

Sequential Organisation | the ability to organise action schemes in sequence

Question 33

List: Piaget's 3 types of Cognitive Play

Answer 33

Piaget's 3 types of Cognitive Play Practice play (sensorimotor play) Symbolic play Games with rules

Question 34

List: Smilansky's 4 Types of Cognitive Play

Answer 34

Smilansky's 4 Types of Cognitive Play Functional play – similar to practice Constructive play Dramatic play Games with rules

Question 35

Define: Practise/Sensorimotor Play (Piaget)

Answer 35

Practise (sensorimotor) Play Reflexive movements become more controlled and intentional interactions with objects e.g. rough and tumble play (incl. Simlansky's functional play)

Question 36

Fill in the Blanks: Describe Piaget's Stages of Symbolic Play 1,6-2 Start pretending with real objects 2-2,6 2,6-3 Dissimilar objects substitute for others 3-3,6 3,6-4 Socio-dramatic play and role playing involving co-operation and stories 4-5

Answer 36

Piaget's Stages of Symbolic Play 1,6-2 start pretending with real objects 2-2,6 one object stands for another, early sequences 2,6-3 dissimilar objects substitute for others 3-3,6 pretend without props, act out things they have seen but not experienced 3,6-4 socio-dramatic play and role playing involving co-operation and stories 4-5 novel play activities which the child has not experienced, making up their own ideas as they go

Question 37

What is Piaget's third and final stage of play?

Answer 37

Games with Rules

Question 38

List the Social Types of Play (5)

Answer 38

``` Social Types of Play (5) Onlooker Solitary Parallel Associative Co-operative ```

Question 39

Define the type of social play: | ONLOOKER

Answer 39

ONLOOKER | Child observes particular groups of children but does not enter into the play

Question 40

Define the type of social play: | SOLITARY PLAY

Answer 40

SOLITARY PLAY | Child plays alone using toys different from children nearby. Not influenced by others.

Question 41

Define the type of social play: | PARALLEL PLAY

Answer 41

PARALLEL PLAY Child plays independently beside other children and chooses toys like those of the children nearby. No sharing of materials.

Question 42

Define the type of social play: | ASSOCIATIVE PLAY

Answer 42

ASSOCIATIVE PLAY Child plays with other children in which there is a common activity but each child acts on their own interests. Have own play and may share some materials.

Question 43

Define the type of social play: | CO-OPERATIVE PLAY

Answer 43

CO-OPERATIVE PLAY Child plays with other children and there is organisation for the purpose of working together toward a common goal. Often 1 or 2 leaders.

Question 44

Fill in the Blanks: Describe Piaget's Stages of Symbolic Play 1,6-2 2-2,6 one object stands for another, early sequences 2,6-3 3-3,6 pretend without props, act out things they have seen but not experienced 3,6-4 4-5 novel play activities which the child has not experienced, making up their own ideas as they go

Answer 44

Piaget's Stages of Symbolic Play 1,6-2 start pretending with real objects 2-2,6 one object stands for another, early sequences 2,6-3 dissimilar objects substitute for others 3-3,6 pretend without props, act out things they have seen but not experienced 3,6-4 socio-dramatic play and role playing involving co-operation and stories 4-5 novel play activities which the child has not experienced, making up their own ideas as they go

Question 45

Types of Play | Define: Functional Play (Smilansky)

Answer 45

Functional Play | using object how they are intended 50% at 3y/o, solitary or in parallel

Question 46

Types of Play | Define: Constructive Play (Smilansky)

Answer 46

Constructive Play | manipulating objects to make something, important for problem-solving and creative thinking

Question 47

Types of Play | Define: Dramatic Play (Smilansky)

Answer 47

Dramatic Play fantasy/pretend play, transformative into make-believe, attributing new properties to an object, solitary, parallel or group play most prevalent in pre-school/prep-grade 1 age

Question 48

Types of Play | Define: Games with Rules

Answer 48

Games With Rules Play which requires mutual understanding, cooperation, accepting rules e.g. board games, card, ball, skipping, problem solving,

Question 49

Define: Pre-linguistic Phase

Answer 49

Pre-linguistic Phase | phase before language, before the establishment of a symbolic system in their head

Question 50

Define: Social Interactive Learning

Answer 50

Social Interactive learning Early learning from social interactions that have modelled/practised turn taking, gestures, changes in pitch e.g. mother and baby and talking twins

Question 51

Define: Social Interaction

Answer 51

Social interaction | The mutual influence of two or more people on each other’s behaviour

Question 52

Describe the 3 main ideas of Lev Vygotsky's Socio-cultural theory for language learning

Answer 52

Lev Vygotsky's Socio-cultural theory Child is an active learner but social learning precedes cognitive development Children learn from the MKO: more knowledgeable other Optimal learning occurs in the Zone of Proximal Development

Question 53

Describe the 3 zones in Vygotsky's model for the Zone of Proximal Development

Answer 53

Tasks the learner can do without assistance (ZPD) Tasks the learner can do with assistance Tasks the learner cannot do even with assistance

Question 54

Describe the key concepts (3) of Social Interaction theory for language learning

Answer 54

Key concepts (3) of Social Interaction theory for language learning Children cannot learn language on their own Adult interpretation of infant vocalisations or intended actions gives meaning to what the baby is doing Adult language provides structure for infant's thoughts and actions

Question 55

Social Interaction Theory of Language learning | Describe: SYNCHRONICITY

Answer 55

when a mother/MKO intuitively works together with the baby, building on infant's vocalisations within the ZPD e.g. intuitiveness of motherese and child-directed speech

Question 56

Infant-Caregiver Interaction | List external factors (care-giver focussed) which can affect emerging language skills

Answer 56

Infant-Caregiver Interaction: External factors/Caregiver focussed Child-directed speech: quantity, quality and type Home and Family Environment: SES, birth order Parent Characteristics: parent education, maternal depression

Question 57

Infant-Caregiver Interaction | List internal factors (infant focussed) which can affect emerging language skills

Answer 57

Infant-Caregiver Interaction: Internal factors/Infant focussed Pre-linguistic skills: Temperament, intentionality, joint attention, emotion & eye gaze, gesture

Question 58

List the Infant Prelinguistic Skills (6)

Answer 58

``` Temperament Intentionality Joint attention Emotion & eye gaze Gesture Language Comprehension ```

Question 59

Infant Prelinguistic Skills | Define: TEMPERAMENT

Answer 59

TEMPERAMENT Innate difference in behavioural style: how they behave toward objects and individuals and how they are affected by their environment

Question 60

Infant Prelinguistic Skills | Define: INTENTIONALITY

Answer 60

INTENTIONALITY | How deliberate communication is

Question 61

At what age do we see co-ordinated joint attention?

Answer 61

JOINT ATTENTION | Skill emerges in infancy but is not fully developed until around 18 months when we see co-ordinated joint attention

Question 62

Infant Prelinguistic Skills | Define: EMOTION AND EYE GAZE

Answer 62

EMOTION AND EYE GAZE | Ability to communicate emotion or attention using facial expression, eye contact and eye gaze

Question 63

Infant Prelinguistic Skills | Define: GESTURE

Answer 63

GESTURE Thought to precede language development e.g. word + gesture before two word combinations

Question 64

Infant Prelinguistic Skills | Define: LANGUAGE COMPREHENSION

Answer 64

LANGUAGE COMPREHENSION | Thought comprehension is required to precede expressive language

Question 65

Describe the two forms of Joint Attention Responding to joint attention (RJA) Initiating joint attentions (IJA)

Answer 65

Two Form of Joint Attention RJA: child follows adult’s lead IJA: child uses eye gaze, conventional gesture, and vocalisations to direct the attention of others (happens as early as 12 months of age when children are looking to learn words) uses proto-declaratives for the purpose of commenting or sharing interest

Question 66

List the Characteristics of temperament (9)

Answer 66

Characteristics of temperament | Activity, Persistence, Distractibility, Reactivity, Adaptability, Mood, Intensity, Sensitivity, Regularity

Question 67

List the Characteristics of temperament (9)

Answer 67

Characteristics of temperament | Activity, Persistence, Distractibility, Reactivity, Adaptability, Mood, Intensity, Sensitivity, Regularity

Question 68

Describe the shift in intentionality in prelinguistic development

Answer 68

Prelinguistic shift in intentionality Pre-intentional 0-6 months (actions are reflexive) Developing intentionality 6-12 months: after it clicks that children can influence their environment and action becomes intentional (means-end)

Question 69

Describe the shift in intentionality in prelinguistic development

Answer 69

Prelinguistic shift in intentionality Pre-intentional 0-6 months (actions are reflexive) Developing intentionality 6-12 months: after it clicks that children can influence their environment and action becomes intentional (means-end)

Question 70

List the Classes of intention (4) | Dores’ Primative Speech Acts (5)

Answer 70

Classes of intention (Dores’ Primative Speech Acts) Calling, greeting, protesting, requesting answer or (action, answering, labelling, repeating, practicing )

Question 71

Describe the 4 stages of Intentionality development

Answer 71

4 stages of Intentionality development 1. Encoded interactions: Gestures, Brings objects to caregiver, Climbs for objects 2. Shows objects 3. Full range of gestures emerges: Conventional (e.g. waving/drink); tantrums; showing off 4. Words accompany & then replace gestures

Question 72

Define proto-imperatives and proto-declaritives | used ~9 months

Answer 72

Proto-imperatives: non-word vocalisation that are a ‘demand’ Proto-declaratives: non-word vocalisations that draw the caregiver’s attention

Question 73

Definine the Two Types of gestures: Deictic: Representational:

Answer 73

Types of gestures: Deictic: contact and distal Representational: object related (symbolic/iconic) and conventional (e.g. waving, shh)

Question 74

Describe the 3 stages of the Framework of Prelinguistic Development Perlocutionary Illocutionary Locutionary

Answer 74

3 stages of the Framework of Prelinguistic Development Perlocutionary: based on listener’s interpretation (Birth-6 months) baby’s actions are not deliberate, adult is interpreting and imposing meaning to baby’s actions Illocutionary: speaker’s intention starts to become more clear: is making intentional actions and sounds (6-12 months) Baby is deliberately signalling intention, beginnings of goal-directed behaviour, emergence of social behaviours Locutionary: speaker’s intent encoded in words: verbal communication

Question 75

Define: Brain Plasticity

Answer 75

Brain Plasticity The brain's ability to change/learn Is highest/requires the least effort to change in the first few years

Question 76

Describe the three complex tasks performed in a baby's brain Taking Statistics Making Predictions Compound Interest

Answer 76

Taking statistics on the language they hear, interactions they have (e.g. selecting for language-specific sounds) Make predictions/develop expectations and test hypotheses (e.g. using prosody patterns to segment words) Compound interest: cumulative practice ~ compound interest e.g. dependence on input provides concentrated perception practise on that input which leads to optimum language development (hearing input for speech development, visual input for sign development)

Question 77

List the four main theories of Speech Perception Development

Answer 77

Bootstrapping Specialised Neurological Structures Language is Innate Experience

Question 78

Four main theories of Speech Perception Development Define: BOOTSTRAPPING

Answer 78

BOOTSTRAPPING | “using what one knows in one area to enhance performance in another”

Question 79

Four main theories of Speech Perception Development Define: Specialised Neurological Structures

Answer 79

Specialised Neurological Structures there are specific structures/pathways in the brain that are be developed for language perception that must be stimulated in a critical period

Question 80

Four main theories of Speech Perception Development Define: Language is Innate

Answer 80

Language is Innate learning language is a complex specialised skill which develops in the child spontaneously, without conscious effort or formal instruction, is qualitatively the same in every individual

Question 81

Four main theories of Speech Perception Development Define: Experience Theory

Answer 81

Experience Theory Factors of a child’s experience influences their speech perception e.g. frequently experienced sound constrasts, exemplars

Question 82

List the Four steps in speech perception

Answer 82

Four steps in speech perception detect, identify, discriminate, and comprehend

Question 83

Boothroyd’s model of speech perception: | List the 3 key features

Answer 83

List the 3 key features of Boothroyd’s model of speech perception ``` Evidence available (to the listener) Listener knowledge (of language, the world, and people) Listener skill level (ability to make fast decisions about input while extracting meaning) ```

Question 84

Boothroyd’s model of speech perception: Provide examples of how we assess the 3 key features Evidence available (to the listener) Listener knowledge (of language, the world, and people) Listener skill level (ability to make fast decisions about input while extracting meaning)

Answer 84

Evidence available to the listener: hearing - audiogram/detection test situational context - pragmatics and proxemics assessment Listener’s knowledge of language, the world, and people vocabulary test e.g. PPVT language test e.g. CELF pragmatics assessment Listener’s level of skill in decision-making and extracting meaning information processing assessment e.g. digit span, articulation rate

Question 85

Boothroyd’s model of speech perception: Describe 3 approaches which work together in speech perception top-down bottom-up combination

Answer 85

top-down (language and knowledge) = knowledge of the world & understanding speech sounds as meaningful units bottom-up (sensory input) = analysis of incoming sounds by cochlear and auditory nerve in the cerebral context & isolation of acoustic features that determine phonemes -> combined with multi-tasking, decision making and speed/accuracy contribute to speech perception

Question 86

Describe: Discontinuity theory (Jakobson 1941/1968)

Answer 86

Babble is not related to sound/phonological development Babble is merely an ‘egocentric soliloquy’ which has nothing in common with the phonemes in a linguistic system Has since been disproved

Question 87

Describe: Continuity theory

Answer 87

There IS continuity from babble to speech Babbling and early speech share the same sound types and syllable shapes/phonetic properties (supported by Locke, 1983) Early babbling is universal across languages, an infant’s sound repertoire is shaped towards the ambient language

Question 88

Define PRACTISE and FEEDBACK in early Infant Speech Production

Answer 88

Practice: repeated production of sounds and vocalisations (more practise leads to better control and precision) Feedback: hearing and monitoring of practised productions

Question 89

Pre-Linguistic Speech Perception Development At what age is there a decline in ability to detect contrasts that are not marked in the child's native language?

Answer 89

6-10 months

Question 90

Pre-Linguistic Speech Production Development | Stage 1/6: Crying, vegetative sounds, early pleasure sounds (0-1 month)

Answer 90

Reflexive cry starting with the first breath and in reaction to internal stimuli such as pain & hunger Oral vegetative sounds (lip & tongue clicks, burps, coughs) associated with feeding & digestion Pleasurable sounds (sigh-like sounds) called quasi-resonant nuclei (QRN)

Question 91

Pre-Linguistic Speech Production Development | Stage 2/6: Cooing (1 - 4 months)

Answer 91

COOING sound productions that are more vowel-like in nature, typically with an (‘oo’) quality May be preceded by velar or uvular sounds that approximate /k//g/ Cooing is thought to occur when the infant is in a comfortable, pleasurable state Often occurs in face-to-face interactions with others, esp. caregivers

Question 92

Pre-Linguistic Speech Production Development | Stage 3/6: Marginal Babbling (4 - 6 months)

Answer 92

MARGINAL BABBLING production of vowel-like sounds with occasional vocal tract closure which together approximate simple consonant-vowel (CV) syllables as in ‘ba’ or vowel- consonant (VC) syllables as in ‘ab’ Initially, there are fewer consonants in this period Sounds approach consonants Mainly bilabial and stop-plosives in this phase Vowels resonate more fully (fully resonant nuclei, FRN) Pitch & durations of vowel sounds varies

Question 93

Pre-Linguistic Speech Production Development | Stage 6/6: Jargon (9 - 12 months)

Answer 93

JARGON strings of syllables produced with stress & intonation that mimic real speech May overlap with & extend into the onset of first meaningful words May sound like adult statements, commands, protests, questions