Sophia is a very active 10 year old girl. Her height is considered normal for her age group but she is underweight for her age. This could be due to her being extremely active in softball and basketball and practicing all the time and not getting enough calories to sustain the physical active she engages in. Aside from her being underweight she seems to be considered in the normal range for physical development. Sophia is in the middle childhood stage of physical development where their bodies tend to have a slow gain of height and weight. Sophia activity level is normal for her age. Where some children are not as active others are quite active in her case she likes playing sports and keeping active on a daily basis. Sophia’s gross motor …show more content…
This includes “adult-like” logic which starts appearing at this stage. “By 9 years of age (and possibly earlier), children produce phonetic reduction to highlight 'new/given' information distinction in spontaneous speech dialogues in an adult-like manner.” (Tuomainen et al., 2015) Sophia seems to like learning she doesn’t give her mother a hard time to do homework after school. Her mother says that she does well at school and like to learn. She ask a lot of question about why things are the way they are if she doesn’t know the answer or doesn’t have an understanding of something. Sophia enjoys talking with children her same age but doesn’t really like talking to adults. She seems to be really shy when talking with adults. She does tend to interrupt her parents often when they are speaking to others. They usually reprimand her for doing it but she continually does …show more content…
She hasn’t really gotten into reading yet as she still thinks it is boring. Sophia seems to be in a normal stage of cognitive development. Social/Emotional Development Sophia usually likes to play with her friends that are in and around her age group. She has 2 younger siblings but usually only plays with them if she has too. As the oldest sibling in her family she tends to want to play with her friends and not include her younger brother and sister. She often wants “girl” time with her friends and no boys are allowed around her. Sophia is active in school clubs that cater to helping others, and learning how to be a good citizen. I did notice that her parents tend to baby her in some areas which she did not like. She wants to venture out from her house more, for example down to the next cult de sac from her house and her parents say that is too far for her to go. I also notice that she has started to have a sense of self in regards to what she wears and how her hair is done. For the most part I feel that she is developing normally for social and emotional
18-22 months a two-word stage. 22-36 months the child is learning word modifications and rules for sentences. Age 3-7 or 8 years old mastering ASL
There’s a long-standing argument that most people resort to when discussing whether or not children are better suited to acquire a language over adults. The “critical period hypothesis” argues, “that children are superior to adults in learning second languages because their brains are more flexible.” (McLaughlin 2) This argument is true to some extent, however, experimental research has found that adolescents and adults are able to acquire languages better based on their controlled environment. Children, on the other hand, are better able to grasp a better understanding of the pronunciation of languages compared to adults. (McLaughlin
DJ is a very pretty girl. She competed in beauty pageants in school, and placed each time. She does not have any anger or low self-esteem issues. However, she tends to not value the opinions of her parents and grandparents instead she listens to the advice of her friends. For example, she has been taking the advice of her friends about college more so than that of her family and school counselors. She also seems to be melancholy with her extended family members. This means she will not initiate conversations or have very limited verbal interactions with them.
Through the performance of physical activity in children there is a continued positive effect on the motor development and further refinement of actions. During this developmental stage, it ...
Best of child development: Physical milestones. (2003). Scholastic Parent & Child, 10(6), Retrieved February 19, 2014 from http://search.proquest.com/health/textgraphic/210652910/TextPlusGraphics/107581FDBF8A42F6PQ/1/2?accountid=35796
Included in the analysis will be her stage and development of lexical knowledge and what words she uses. Phonological Processes The child seems to conform to the normal development that other children her age demonstrate. According to Carol Stoel-Gammon (1987), 24 month olds should be able to make a /b/ sound in the initial position just as the child does in utterance 6 (p.327). She can also make an /n/ sound in the final position.
The mother described the child as being a fussy infant who had trouble sleeping and would awake several times during the night. The mother also reports the child was a fussy eater, and she experienced trouble feeding her daughter during infancy and needed to switch her daughter to soy formula. Overall the mother reported that the daughter was a happy infant who smiled often. The mother reported her child being alert and responding positively to family members who visited and enjoyed playing with her toys. In regards to the development, the mother reported that her daughter seemed to be developing slower than her first child who hit certain milestones earlier.
... (p. 116). In her article, “Babies Prove Sound Learners,” Sohn (2008), states, “Such studies show that, up to about 6 months of age, babies can recognize all the sounds that make up all the languages in the world” (para.24). B.K. Skinner suggest that the materialization of language is the result of imitation and reinforcement. According to Craig and Dunn (2010), “Language development is linked to cognitive development that, in turn, depends on the development of the brain, on physical and perceptual abilities, and on experiences. Biological and social factors also jointly influence the early development of emotion and personality” (p. 117). In her article, A natural history of early language experience. Hart (2000), states, “Talking is important for children, because complexity of what children say influences the complexity of other people’s response” (para. 1).
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
Infants understand speech before their bodies have matured enough to physically perform it, speech patterns develop before the physical growth of their vocal chords. It is important to remember that
The first language domain in which children can create their hypothesis is phonology. Demuth (2011) proposed that children have their own-rule based phonological system (p. 574). For example, children tend to produce CV words more than CVC words. As a result, they tend to omit the last consonant. Therefore, they pronounce noise as ‘noi’ and back as ‘ba’ (Peccei, 1999, p. 62). As children develop more in the language, they correct the hypothesis they made about the CV structure, so they can produce CVC words appropriately.
Imitation is involved to some extent, of course, but the early words and sentences that children produce show that they are not simply imitating adult speech. Since there is an infinite number of potential sentences implied, children’s complex and creative utterances cannot be explained by a passive response to the language of the environment. In addition, imitation cannot account for common child language mistakes, which are highly unlikely to be failed imitations of what adults would say (Cattell, 2000).
Piaget believes functions of language develops over four stages which are, the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. To briefly explain each of these children develop the sensorimotor stage from ages 0 – 2 years, Piaget sees language at this stage as more physical where children experiment with their mouths and learn to repeat parents sounds. The pre-operational stage from ages 2 – 7 years, is when children talk more and have the ability to solve problems about stories on specific and concrete facts. The concrete operational stage begins at about age 6 or 7 when children can work things out in their mind and explain their reasoning. The formal operational stage begins at 11 or 12 years when children use abstract reason and can use language to express and discuss things found in subjects such as mathematics or philosophy. Piaget highlights the roles of language in children’s lives by describing the functions of language. (McDevitt, Ormrod, Cupit, Chandler and Aloa, 2013, p. 209 –
Strozer, J.R. (1994). Language acquisition after puberty.Washington, DC: Georgetown University Press. Web. 10 Mar. 2014.
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.