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15 Cards in this Set
- Front
- Back
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Developmental Task 1: Locomotion
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• “….plays a central role in the toddler’s psychosocial development, facilitating the transforming of ideas into action and prompting new types of interactions with the social and physical environment.” (p 183)
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The development of locomotion
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• Maturation of the cerebral cortex
• Changes in body weight and muscle mass • New capacities to coordinate feedback from the limbs and judge the amount of effort needed to achieve a goal • (losing the diaper) |
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Developmental Task 2: Language
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• “Children become adept at using all the aspects of language that permit participation in the language environment of their culture.” N&N p 185
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Semiotic Thinking
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• Semiotic/Representational thinking – understanding that one thing can stand for another – symbols and signs
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The principle of relevance
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• Early language acquisition is influenced by an idiosyncratic functionality and family culture
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Development of Language in Infancy
• Language perception |
• the infant’s capacity to recognize language sounds
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Babbling
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• initially universal sounds – progressively environmental language related
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Communication by gesture
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• by 8 months - combining sounds with gestures later, showing (11 months), closely followed by giving and pointing
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Early grammar
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• e.g. word order – by 7 - 8 months, the ability to recognize grammatical regularities
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First words
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• receptive language (8 months); language production (12 months on) in the form of holophrases (a single word expression)
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Devel. Language in Toddlerhood
•Vocabulary |
• rapid expansion
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Fast Mapping
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• forming a rapid, initial, partial understanding of the meaning of a word by relating it to the known vocabulary
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• Telegraphic Speech
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• two word sentences “All gone” “Daddy home” – omitting words but conveying meaning
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• Overregularize
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• the tendency to apply a grammatical rule for regular verbs or nouns in the transformation of an irregular verb or noun (by 4 years old) – demonstrates an understanding of grammar
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The Language Environment
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• Language strategies in interaction are culturally based (e.g. simplifying)
• The quality of the parent-child interaction influences the child’s overall intellectual competence |
