Developmental Milestones
--Cognitive
--Fine motor (small muscles)
--Gross motor (big muscles)
--Social-emotional
--Language
Why is it important to understand other areas that we do not work with?
--One domain may impact other domains. For example, a child with CP (cerebral palsy) may not have access himself to new stimuli because of physical limitations (i.e., crawling to explore various toys)
--The child's knowledge is affected due to limited lea
Cognitive Development
Thinking. Perception, memory, imagination (play), conception, judgment, and reasoning.
--It involves the mental activities of understanding information and the processes of acquiring, organizing, remembering, and using knowledge.
--It is used for problem-
Jean Piaget- Cognitive Developmental Theorist
Jean Piaget viewed the child as an active participant in the learning process. New learning takes place as a child interacts with the environment.
1) Maturation- continuing to develop
2) Physical experience
3) Social Interaction- more opportunities to lea
Cognitive/Intellectual Development: 4 Steps
1) Cognitive structure
2) Novel experience (new experience)
3) Disequilibrium- means that the child is learning something new and they are "out of balance."
4) Adaptation- means they are being put back into equilibrium.
2 Aspects of Adaptation Process
1) Assimilation- see another type of dog, have to put it into their schema. The child's attempt to incorporate new stimuli into existing schemas or structures.
2) Accommodation- new stimulus that needs a new category; Child is exposed a new stimulus that
Which comes first? Cognition or Language?
There is a means end for intentional communication. Cognition and language occurs at the same time; you need to know x before y. Object permanence is the idea that for babies objects still exist even if you cant see it.
Preparatory/Prelogical Stages
1) Sensorimotor- birth to two years
2) Preoperational
Advanced/Logical Thinking Stages
1) Concrete- understanding
2) Formal
Sensorimotor
Prelogical/prepatory stage. Birth to 2 years; reflexive and interacts to the environment and motoric.
Preoperational
Prelogical/preparatory stage. 2 to 7 years of age; language and cognition are closely linked. Children are egocentric meaning that children are focused on their point of view. (Example is the video on graham crackers, juice, and quarters). They don't unde
Concrete
Advanced/logical thinking stage. 7 to 11 years of age; abstract thought develops and so does rational judgement. Concrete operational stage. Think about the others perspectives. Reversibility occurs which means that children can follow the line of reasoni
Formal
Advanced/logical thinking stage. 11 to 15 years of age; fully developed cognition and multiple points of view. Abstract thought and logical reasoning. They can infer things and also take others opinions into account. This is the final stage.
Motor Development
Gross motor skills (Physical therapist...large muscles) and fine motor skills (occupational therapist... small muscles).
Age Ranges
Age ranges are windows for achievement. A child may be advanced in one area, another area may be a little depressed.
Reflexive Automatic Responses
Babies can't control their emotional states because they are trying to self regulate and control their bodies. Their automatic responses go into self regulation. The olfactory system is regulating their temperature, the visual system is regulating motion,
Piagetian Stages of the
Sensorimotor Period: Birth to 2
years of age
The Sensorimotor Period was further broken down into 6 categories due to the significant and rapid growth that occurs during this 2 year period. Babies are reflexive.
Reflexive
--Birth to 2 months
--Child interacts with environment through reflexes such as sucking, looking, or grasping
Primary Circular Reactions
--2-4 months
--Child begins to coordinate sensory input and new motor patterns
--The child may discover that he enjoys sucking his thumb by accident and will repeat the action.
-- Sensations revolve around themselves
Secondary Circular Reactions
--4-8 months
--Input-output patterns or schemas become increasingly more complex and externally focused.
--A child may put a toy or object in her mouth repeatedly to trigger a response in the environment.
-- Outside object triggering a response
Coordination of Reactions
--8-12 months
--Start to act intentionally
--Imitate others behaviors
--Object permanence is achieved
--Solve problems with goal directed behavior
--Children begin to anticipate events and actions
Tertiary Circular Reactions
--12-18 months
--A child will achieve new ways to achieve purposes
--The child is usually beginning to walk and has greater access to aspects of the environment
--Words begin to emerge, which give the child greater power in communication (e.g., child can
Early Representational Thought
-- 18-24 months
-- Language skills are expanding which provides the ability for the child to control the environment.
-- Child can talk about events and objects not present using words (i.e., cookie)
-- Early representational thought
-- Ask for something
Preoperational Stage
2-7 years of age
--Child is able to represent action through thought and language.
--Intellectual development at this stage is called prelogical
-- Children in this stage are egocentricand pay attention to only part of a situation (centration).
Concrete Operational Stage
--7 - 11 years of age
--As the child matures and enters advanced, logical thinking stages, he develops:
--Reversibility: follow a line of reasoning back to where it began (concrete problem)
--Seriation: put elements into a series
--Classification: groupin
Formal Operational Stage
--The child develops an ability to solve both verbal and scientific problems.
-- Abstract thought and logical reasoning dominate the intellectual growth of the child at this final stage of development.
Motor Development Continued
--Gross Motor skills: movements that
involve large muscles (i.e., trunk muscles, leg muscles)
--Fine Motor skills: smaller muscles usedin the tongue or for writing.
Windows of Achievement for 6
Gross Motor Milestones
1) Sitting without support- 4 to 9 mo
2) Standing with assistance- 5 to 12 mo
3) Hands and knees crawling- 5 to 14 mo
4) Walking with assistance- 6 to 14 mo
5) Standing alone- 7 to 17 mo
6) Walking alone- 8 to 18 mo
Social Emotional Development
--Typically evaluated by teachers and psychologists
--Social interaction difficulties is one of the hallmark features of autism. "Child's connectedness to the world" is critical in early infancy (e.g. eye contact, smiles). The social smile emerges at 2-7
Major Language Developmental Milestones- Linguistic Development
1) Cognitive
2) Social-Emotional
3) Motor
Birth to 1 month
--Communication: reflexive smile, cooing, crying
--Social Emotional: Homeostasis, self regulation, interest in environment
2 to 7 Months
--Communication: Selective attention to faces, Discriminates between faces, Social smile, Development of mutual eye gaze, Imitates some sounds, Responds to name, Smiles and vocalizes in mirror, Can make basic wants and needs known to get what they want.
-
7 to 12 Months
--Communication: Obeys some commands, Speaks one or more "words", Imitates inflections, rhythms, facial
expression, Babbles Develops jargon
-- Social Emotional: Expresses different emotions, Takes turns with others, Realizes he can have an effect on the
e
12 to 24 Months
--Communication: First true words and
phrases, Tries to "tell" stories, Vocabulary growth
spurt around 18 months, Begins two-word
combinations
--Social Emotional: Develops independence, Engages in
interactive play, symbolic or pretend play.
Ages 2 and 3
Around age 2 sometimes babies can stop developing, which is a sign of autism. The brain is most plastic around age 3. More than likely when a child has any kind of problem a communication problem arises first.
Intentionality Model
To acquire language it takes engagement and effort. Engagement is part of social and emotional development. Effort is cognitive development. With these two aspects, then language can be acquired.
Assessment of Young Children
Who: the individuals involved in the assessment
Where: the setting of the assessment
When: the timing of the assessment
How: assessment tools used: direct elicitation, observation, interview
Assessment Measures for Young
Children (Tests)
It can be harder for younger children to do a structured lesson.
1) Mac Arthur Bates
2) Rossetti
3) Receptive Expressive
4) Communication and Symbolic Scale
Remember: O for observation (parents observations too); E for elicit, may have to elicit a respons
Communication and Symbolic
Behavior Scales
A semi-structured, formal evaluation. For children developmentally between 6 and 24 months of age who are at risk for developmental disabilities. Based on measurement of the following language predictors:
--Measures social, speech, and symbolic
(cognitive
Rossetti Infant-Toddler Language
Scale
Popular, criterion referenced measure. Assesses communication skills birth to three. English and Spanish versions. Assesses interaction-attachment,
pragmatics, play and language comprehension and expression in children at communicative risk. The Rossetti
Receptive-Expressive Emergent
Language Test
Norm-referenced tool that evaluates receptive and expressive language and vocabulary usage. Based on caregiver interview. Birth through age 3.
MacArthur-Bates Communicative
Development Inventories
Norm-referenced tool with English and Spanish versions. Measures language and communication skills of children between the ages of 8 and 37 months. Parent/caregiver completes standardized report which is then scored by a
professional or SLP. The parent re