The Intentionality Model builds on the child's engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition. According to this perspective, children learn language in acts of expression and interpretation; they work at acquiring language; all aspects of a child's development contribute to this process. Provides results of a longitudinal study which examined language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and construction thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, an in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age The conclusions show that performance counts for explaining language acquisition; language is not acquired independently but in relation to other behaviors; acquiring language is not easy and requires the work of behavioral coordination
Language Development: Foundations, Processes, and Clinical Applications, Second Edition provides an accessible overview of language development covering the typical course of language development within the clinical context of language assessment and intervention. The Second Edition examines the biological, developmental, and environmental systems of neurotypical children, and the role of these systems as linguistic input in the child s environment contributing to language development. This comprehensive resource, written and contributed by over 20 experts in the field, provides students with an understanding of the foundations of language development in terms of each individual child s communication needs. With case studies woven throughout the text, students are able to follow the progress of children with normal language development as well as those showing signs of problems. These cases and clinical practice applications will help students prepare for the clinical challenges they will face in their professional careers. Every year, new information, new theories, and new evidence are published about development to explain the complexities that create and facilitate the language acquisition process. The authors who have contributed to this text provide the latest research and perspectives on language development among neurotypical children. This valuable text bridges biological, environmental, technological, and professional venues to advance the development of professionals and children alike. What s new in the Second Edition? New chapter on syntactic development including morphology New chapter covering school-age language New case study highlighting school-age language Expanded content on morphology including morphological analysis Instructor Resources: PowerPoint Presentations, Test Bank Student Resources: Companion Website Every new copy of the text includes an access code for the companion website. eBook offerings do not include an access code."
Combining years of experience as certified speech-language pathologists and as qualified yoga teachers, the authors of this pioneering book explain how yoga can be used to aid speech-language development in children up to age 12. The book includes a range of yoga-based exercises for improving pre-linguistic communication, vocabulary development and motor planning for speech. The text is enriched by illustrations of children in each yoga pose, so no prior experience of yoga is necessary to help children carry out each activity. The book also provides information on using this approach with children with neurodevelopmental and intellectual disabilities, including ADHD and autism.
This book presents theories and clinical practices for dealing with children diagnosed with pervasive developmental disability or PDD. These are children who have a wide range of disabilities that affect their participation in even the most routine events of daily life, such as eating, dressing, bathing, and so on. Unlike many who are diagnosed with classic autism, however, these children seem to have normal social behavior, normal physical appearance, the ability to learn, hear, see, and move their bodies at willOCoin other words, none of the well-known reasons that cause autistic and other children to develop differently. These children have the use of all their senses, but their brains are unable to process the information that is fed through them. While much new research is being done in genetics and neurobiology to explain why something in these children has gone fundamentally wrong with their development, clinicians and therapists who deal with them on a daily basis have needed to develop practical therapies based on how the children react to their environments. Movement and Action in Learning and Development suggests that when therapists plan treatment strategies, children''s experiences and interactions with the world should be given the same consideration as the limits of their biological makeups. Too often children diagnosed with PDD are lumped into therapy groups for the classically autistic, where the focus tends to be on the distance sensesOCohearing and vision. Case studies presented in the first half of the book suggest that for children with PDD, there is a disconnect between the brain and the tactile-kinesthetic senses that involve body movement and physical interaction with the world. Movement, in turn, seems to be connected to perception, interpretation of the world around, and ultimately, the acquisition of knowledge. For children with PDD, normal learning seems to be limited not only by their tactile-kinesthetic sense but also by the lack of collaboration between all the senses. The second half of the book demonstrates how these new theories translate into clinical practices."
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
This brief, paperbound version of Nancy Cobb’s The Child covers the first twelve years of development, from prenatal through middle childhood. The text uses a chronological organization to introduce child development and psychology. Designed for courses in psychology, human development, family studies, and education, this text presents the research, theories and applications of child development in a well-written and accessible manner.
The first survey of its kind to be published, Educating Exceptional Children is highly regarded for its academic and authoritative approach. The text provides both practical applications on how to adapt teaching methods, curriculum, and settings to meet the needs of students with disabilities, and analysis of ecological factors that influence the exceptional child, both in and outside of the classroom. The Eleventh Edition features an increased emphasis on trends and topics of debate, such as inclusion, the No Child Left Behind Act, and transitioning the student from school to work. Case studies drawn from real-life situations help students understand how general education teachers deal with immediate issues including parental concerns, family service plans, and adapting the classroom according to a student need. Chapter organization divides the text into three main sections: Introduction and History, High Incidence Disabilities, and Low Incidence Disabilities. Coverage of key standards begins in Chapter 2 and is referenced throughout the text and ancillary materials. Many of the student activities in the text and online are linked to relevant Key Standards, and a matrix included in the IRM serves as a quick reference for instructors. Up-to-date coverage includes coverage of the No Child Left Behind Act, assistive technology, and incorporating specific software and strategies into the lesson plan. Houghton Mifflin Video Cases, four- to six-minute video modules presenting real classroom scenarios, enable students to observe the day-to-day challenges and rewards of teaching from the convenience of their computers. Available on the Online Teaching and Study Centers, HM Video Cases are enhanced by classroom artifacts, Viewing Questions, Interview Transcripts, Key Terms, and bonus video footage.
Infancy and Childhood,brings the research to life through stories. What prompted researcher Virginia Apgar to develop what became the Apgar Test on newborns? Who knew that psychologist Eleanor Gibson' famous "visual cliff" experiment was inspired by her own toddler's experience of hesitation in approaching the edge of the Grand Canyon? These stories help students appreciate the relevance of theory, helping them internalize research-intensive material. Through integrating such stories, this text blends scientific rigor with accessibility. This text covers child development from infancy through pre-adolescence.
How do young children become aware of themselves and others as selves? This monograph addresses the question from an unexpected direction: self-other relations and social-emotional experience among individuals with early childhood autism.--[book cover].
Both SLPs and researchers must understand speech and language developments in children - and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. brings together more than a dozen top researchers to present developmental data, best assessment practices, and appropriate intervention approaches in the following areas: language processing skills; lexical development; morpho-syntactic development; first language loss; grammatical impairments; semantic development; phonological development and disorders; narrative development and disorders; fluency; language intervention for bilingual speakers. The chapter outlines the major purposes of intervention for bilingual children with speech and language disorders, explores the debate over which language SLPs should use with bilingual children, and examines ways to promote gains in both languages. With this research-based text, SLPs will understand the complexity of language development in bilingual children and learn appropriate assessment and intervention approaches.
This compelling book compares and contrasts the emergence of intentional and symbolic communication in both chronologically and developmentally young children, and in older individuals who are functioning at early language levels. Practicing and aspiring professionals will explore the critical transition periods in typical and atypical development, learn how foundational skills may affect future language development, and discover valuable methods of building communicative competence, fostering communication alternatives for challenging behaviors, including caregivers in assessment and intervention, creating positive learning environments, and providing responsive communication partners. Practical and informative, this accessible text provides a balance of theory, research findings, and strategic intervention models, and offers analyses of prelinguistic assessment and intervention approaches with a strong emphasis on clinical and educational implications. It is ideal for speech-language pathologists, special educators, early childhood professionals, psychologists, and graduate students looking for a research-based clinical guide to understanding and encouraging the transitions from preintentional to intentional and from presymbolic to symbolic communication.
Education by Associate Professor of Psychology Richard K Wagner, PhD
Author: Associate Professor of Psychology Richard K Wagner, PhD
Publisher: Guilford Press
Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.
Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
With a unique and engaging perspective, Child Development and Education, Fourth Edition is the only comprehensive child development text written specifically for educators. Because it is written by a developmentalist and an educational psychologist team, it provides the coverage and research found in more traditional child development texts but also then helps readers understand how to use this information as educators. Unique features include: how the text illustrates key concepts by using children's and adolescents' schoolwork, artwork, and interview excerpts, as well as case studies and video examples authentic artifacts from children and adolescents; Observation Guidelines tables with educational applications; Development and Practice features with concrete strategies for facilitating children's development and learning; and extensive coverage of diversity and its implications for helping all youngsters thrive.New to the fourth edition, accompanying each text is an innovative online resource, MyEducationLab, containing “Building Teaching Skills” exercises, practice quizzes, homework and review exercises, videos for analysis, “Understanding Research” exercises (in which students read and interpret research articles), and supplementary readings. All of the many features of the text and its abundant resources help readers actually see development, not simply read about it–preparing educators and those working with children and adolescents to apply development concepts to actual practice.
This book examines the often-neglected topic of how children discover the possibility of language and demonstrates that pre-language development involves a system of social, cognitive, and vocal variables that come together to enable the transition to language.