SP-LDV 222 [MIDTERM].pdf

SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 fe COMPONENTS OF LANGUAGE Pragmatics...

SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 fe COMPONENTS OF LANGUAGE Pragmatics CONTENT-FORM-USE (Paul, 2012) What comprises a person? Classification/Components of Language ○ Receptive Language ○ Expressive Language Receptive and Expressive Language includes its components and these are: ○ Content - concepts that we know ○ Form - how we communicate what we know ○ Use - the reason why we communicate what we know CFU should always be in sync. CFU should not be separated from the types of Content: Form: Use: language because this must be above them (it’s not a - Semantics - Phonology, - Pragmatics separate entity). - Word Morphology, - Conversation, The Processes of Information: meaning, the Syntax social rules, ○ Language - Arbitrary symbol that we use ways in which - Word order, matching ○ Speech - Verbal modality of expressing word meanings word ending, language to your thoughts and ideas link together, speech situation sequencing Different Expression/Modalities of Expression for Language: ○ Spoken PHONOLOGY ○ Written ○ The study of sound ○ Listening ○ How many consonants are in the ○ Reading alphabet? SLPs should have a very good grasp of all these ○ How many vowels? modalities because it is something they will teach in the ○ How many sounds do we have in the scope of their practice. They should be the premier English alphabet? person or the best resource for anything that is spoken, Unit is called “Phoneme” written, listening, and reading; all the modalities the Phoneme vs. Letter → /e/ = A SLP should be very proficient and fluent with. A phoneme is different from the Letter Name. For SLPs phonemes (or speech sounds) have more bearing than the letter names. A one-year-old memorizing the alphabet/letter names doesn’t give significance to their improvement in communication (until they are prepared for schooling and spelling). SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 When looking at skills, we always have to look at it in - Open Class Words the person, task, and environment. Because a lot of - Major building blocks that carry times, especially in our Filipino culture, learning is very meaning in a sentence (Brown, synthetic. Meaning, learning is basically memorization. 1973) Kids with language delay (with different neural wirings), - Nouns, verbs, adjective, adverb don’t learn language by themselves. If they can learn - Stand alone the language by themselves, memorization is okay; but - Has independent meaning if they don’t learn the language by themselves, memory Substantive Words work will never help them. This is why it’s important for - Words referring to objects SLPs to teach them the concepts of the speech sounds Relational Words more than naming letters. - Relationships between words (verbs, adjective) MORPHOLOGY Function Words ○ Study of word formation - Little words provide glue for ○ Focuses on the internal structure of words holding the building blocks of a ○ Smallest unit: “Morpheme” sentence together This teaches SLPs if the student/client/child learns the - Used to separate words intricacies of word-formation. Does the client understand if we put an “-s” beside a word it becomes CONTENT CATEGORIES plural? E.g. Concept (singular) vs. Concepts (plural) Existence - Names of people, places, Kain (content/base word) = Kumain (“um” past tense); things, and ideas Kakain (“ka” future tense) - Parallel to nouns ○ Types of Morphemes: Free Morphemes - may stand alone e.g. When a child points to a cup, as a word (e.g. cat, go) and he says “cup” that is Bound Morphemes - change denoting existence. meanings of the original words by Action - Refers to movements of people adding their own meaning but can be or objects used only as an attachment to free - Verbs morphemes (e.g. -s, -ing, -ful, dis-) - The action does not denote a change in location PHONOTACTIC e.g. The girl is eating. ○ Rules specify how sounds may be arranged in words (Owens, 2011) Locative Action - There’s a change in ○ Rules that guide us in arranging words. movement. E.g. Syllable shapes are how the sounds are arranged to form a word. For example, in America, the common e.g. - “The girl is dancing there.” The syllable shape in early words would be the CV, CVCV word “dancing” is no longer an (Mama and Papa), CVC (Cat). action but is considered a Vowels, when you produce it, don’t have any tactile locative action. Because feedback in your mouth because your tongue is usually “dancing” has a change in neutral. That’s why kids at an early age don’t produce movement. VCV words, because there’s no feedback. - “I will go to the restroom”. The word “go” is no longer an action again because there’s a change LEXICON (SEMANTICS) in movement. The implication of ○ A term used to refer to one’s knowledge of this sentence is you came from words and word meaning (Kennison, 2014) another place then went to the ○ Types of Lexicon: restroom. Content Word SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Recurrence - Something happened again; - Preposition recurred - With or without the original e.g. instance still present. - The girl on the right side. “Right side” would be the locative state e.g. - The child will go upstairs and - “Clown, again?”; “Another downstairs. “Upstairs” and clown..”; “Dance, again?” “downstairs” are locative states. - A child eats ice cream around 1 PM, and after 3 PM he said “Eat, Quantity - Refers to the number; Plurality again?”; “Eat” is action, and of a concept “again” is the recurrence e.g. Rejection - The child is indicating he/she - There are three girls standing. doesn’t want to do something, The word “three” can be an without a prior utterance. attribution, but it fits better to the content category of quantity. e.g. Out of nowhere, while the child is playing. He said “No bath Dative - When the child designates a time!” recipient of an object or action with or without preposition. Non-Existence - The disappearance of an object e.g. “This cake is for me, this cake is for you.” “For you” and e.g. “For me” are dative. - “The milk is all gone” - “No wheels?” Additive - When you join two objects or events Denial - When a child negates either - It doesn’t have dependency of identity or state or an event relationship amongst them expressed in a prior utterance. - Conjunction - Denying what was previously said e.g. “I got a pen and a knife.” If you combine “pen” and “knife” e.g. there’s no relationship between Mom: “Bath time!” the two nouns therefore it’s Child: “Not bath time” additive. Attribution - Colors, descriptive words to Notice - When you direct the attention specify an object. of another person to either - Can either be an inherent state another person or event or of an object (it’s broken, it’s object sharp) or it could be a distinguishing characteristic e.g. (red, blue, big, small) - “Look! It’s a bird”; “Look” is not - Adjectives an action you’re getting the attention of another person to do State - It refers to a state of being something. - Feelings, attitudes, and - “See? it’s a big apple” emotions - “Did you hear that? It’s a choo- choo train” e.g. “I feel lonely.”; “I feel sad.” - “Did you watch that?” - “You watch this, it's awesome”; Locative State - Refers to the relation of an The word ”watch” is not an object and its location; Spatial action, its function is notice Relation because you’re directing the - Movement within a context person to do something. SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Temporal - There’s time, tense, or sequence in your statement. e.g. - “This one is big but this one is e.g. small.” There's contrasting - “I will eat and then go to sleep” information in the sentence that’s There’s a time being expressed why it’s adversative. in the statement. - “I broke the jar yesterday” Communication - Usual words used in this - “I’m playing now” category: say, ask, and tell - “I will play and then go to sleep”; - Indicating that another person “Go to sleep” is an action. is communicating - Rarely used by SLPs Causal - There’s a cause and effect relationship e.g. - “Mama said, I shouldn’t lie” e.g. - “You said that I shouldn’t do - “I don’t like speaking in Tagalog that”; The word “said” is not an because I cannot pronounce the action/verb anymore because it word properly.” The word indicates you are quoting “because” in the statement is somebody else’s utterance. causal. There’s an inherent cause and effect relationship between the two statements. - As an SLP we rarely use nouns, pronouns, adjectives, when discussing the semantics or Specification - Referential pronoun wherein different parts of speech of a word. Simply you indicate a particular because our analysis goes deeper than the person or object or event. nine parts of speech; our analysis of the word - This, The, or That (sometimes will be dependent on how the word is A) - Articles performing in a sentence. For example, from the sentence “The dog is barking.”, the “dog” e.g. would be existence because it acts as a noun; - “This apple” “This” is the while “barking” is an action because it pertains specification and “apple” is an to what the dog is doing. existence. - The same word might perform differently in a Epistemic - Refers to a relationship different sentence. That’s why SLPs focus between two states of an more on content categories and not on the 9 affairs or events. parts of speech. - It usually uses cognitive verbs, - Within a sentence there are mostly three or it deals with rumination or more content categories. And SLPs will higher order thinking analyze everything. - Words used in this category: know, think, remember, wonder SYNTAX ○ Arrangement of words according to the e.g. meaning relation among them. - “I know this before!” “Know” Developmentally there are certain sentence patterns would be the epistemic because that is expected at a certain age or stage of language it refers to that state of thought that you are processing. development. That’s why SLPs should be very cognizant on what language stage is expected at a Adversative - Expressing contrast between certain age. two events and/or state ○ Linear Structure - when 2 or more words - “But” is usually used, but not all in combination do not mean any more than the time since it can be additive each of the words alone [f(x): fixed value] or causal as well. E.g. More cookies, no more car SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 When analyzing syntax, you look at how relevant each Social word is with another word in the sentence for it to make Getting things done in the world sense. You’re looking at the ability of the person to - Seek and maintain attention of deduct the meaning of the sentence which is the words others that are in that sentence. Why are you saying what you’re saying, and why are The use of words makes sense and is understandable. you doing what you’re doing? e.g. Subject-Verb Agreement, Subject Predicate ○ Regulation (Non-linguistic) ○ Hierarchical Structure - combination of Speech does not occur in a vacuum words have meaning that is independent of We decide based on a context and dictionary meaning of the individual words from there choose a form and for what themselves. function Key Term: Superordinate meaning E.g. You don’t want to hear a person talk, you would E.g. Mommy eat, daddy shoe just give him/her the wither and die look. Through Words are appropriate to the context or intent practice that nonverbal/non-linguistic behavior conveys Are the words used fit perfectly to what he/she wants to that meaning. say? ○ Balance of control between speaker and e.g. Using highfalutin words listener (Non-linguistic) E.g. “I am a native born of the Philippines that’s why I Speaker needs to infer what the am a Filipino” The “native born” in the sentence is listener already knows actually wrong lexicon because native means you’re - E.g. Telling vs. Asking already a citizen of that country. Linguistic component - Non-Contingent (not connected) USE/PRAGMATICS - Contingent (connected to the topic ○ 3 Major Aspects you’re discussing) Use of language for different goals Part of pragmatics is you knowing when to speak and Use of information from the context to when to shut up and listen; turn-taking. That’s why a lot determine what we say in order to of times pragmatics evolves into conversation. achieve the goals Pragmatics is checked not only in how well they Use of the interaction between socialize but also how well they carry out conversation. persons to initiate, maintain and E.g. Grandmothers are the best example of non- terminate conversations. contingent utterances. When you asked them, “how are Language use is the reason why we communicate or you?” then they’ll answer “I’m okay” but followed by our perception of how and when we’ll be “Alam mo ayan si Mercy na kapitbahay..” communicating. It answers the question “Why are you communicating?” and “Why did you say that?”. There GRAMMAR are certain parameters that you need to check or take ○ Rules of Language (Owens, 2011) like “Did I communicate in the right context?”; “Did I use ○ Linguistic Intuition - recognition of “wrong” the right words?”; “Does my interaction give to much and “right” grammar. information?” ○ Grammatical Moods SPEECH AND LANGUAGE PROCESSING MODEL Declarative Interrogative ○ Personal and Social Goals Persona To achieve goals which do not involve other people - Comment to self - Solve a problem - Ask question to gain information What are the goals YOU have to communicate? SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 - Structures of Auditory Modality THEORY MODEL - Pre-linguistic processes Definition A conceptual A verbal or a visual - Behavioral correlates: Sensation & framework of an representation of a Perception (these are the skills we idea concept/theory. need to have whenever we are trying Nature Used to explain Used to simplify to understand where the breakdown things and is things and is more happens) less practical. practical. - Analysis happens before spoken messages can be understood Reality Explains a Simplifies a concert 1. Auditory Acceptance-Transduction phenomenon and most of the and is tangible. time it is tangible. (Auricle/Pinna to the Ossicles) 2. Auditory Analysis-Transmission (Organ of Corti) Speech and Language Processing Model (Nation and 3. Auditory Reception Analysis Aram, 1991) aims to: 4. Auditory Programming (Auditory Infer potential physical disruption from Cortex) observed behavior It deals more with you being able to pick-up the sound Predict potential speech and language disorder that you hear and being able to make sense of what you from knowledge about physical disruption heard. The SLPM provides you an understanding where and ○ Central Language Segment (Cognitive how breakdown and language happens. This will just Language Thought Segment) help you theorize or predict where it’s distorted or Comprehension where is the breakdown and/or why is the manifestation - Listener applies linguistic of a problem like that. rules to his auditory perception 3 MAIN PARTS OF THE SLPM - Turn pre-linguistic phonetic ○ Auditory Reception Segment feature into phonologic, ○ Central Language Segment semantic, syntactic ○ Speech Production Segment representation for comparison with store information Speech-Language Environment - This is previously experienced Component information, do they retrieve ○ The speaker/language learner it? functions in a multidimensional environment filled with innumerable Integration influences that can affect speech and - Integrate complex multi- language modality information from the ○ These are the things you see inside past and present to derive the box, this is where the speaker or more pragmatic meaning language learner tells you about the embedded in communication different environment that they need to perform or task that they need to - Obtain meaning beyond perform. So that will just show you linguistic structure of the what that box is. message - Being able to see a stimuli Speech & Language Processing retrieve that information and ○ Different internal processing events takes relate it to what is happening place at different anatomic levels within the - e.g. You saw a soup, and you human being retrieved that you need a ○ Auditory Reception Segment (Ear) spoon for that soup. Since - Main function: Primary recognition there’s no spoon you retrieve system the sound of the word “spoon”. SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Formulation compulsion to repeat, sometimes they - Speaker’s linguistic know the answer they just have to structuring of a message in repeat it; (2) they are still processing; accordance with standard of (3) they have limited vocabulary. This his language community is why SLPs do not just stop them from - Retrieving the sound already repeating, unless it’s a compulsion. As an SLP you need to determine why they are repeating. If they keep on repeating then that’s a sign that they Repetition have some cognitive language thought - Reproduced without segment issue. assumption mode regarding - Formulation is being able to form what meaningfulness or they want to say. For example, when purposefulness of response you show a child a phone part of the - Meaningful: cognitive language thought segment is Comprehension → them being able to retrieve that the Integration → sounds that they need is ph-o-ne. Formulation - Non-meaningful: Repetition; Auditory Programming → Speech Programming 1. Language Representation (Brain) According to Ms. Kate, any utterance be it echolalic or a. BA 22 - Wernicke’s Area not is very meaningful, you’re trying to tell yourself ○ Speech Production Segment something all the time. But Nation and Aram said, it - Primary Production System might not be meaningful. - Post-linguistic Processes - This is where comprehension 1. Speech Programming (Cerebellum) happens. - Deals mostly with calibration of - e.g. A mom showed his son a ball and planning and visualization of how told him “This is a ball” and the child the speech sounds or the syllable is said “Ball” and gestured shooting. shaped. More or less there’s no problem in the 2. Speech Initiation child’s cognitive language thought 3. Speech Coordination-Transmission segment, because the child was able 4. Speech Actualization to integrate the name “ball” and This is where arranging of sounds happens, where we expounded that the ball can be used activate different parts of the brain where we calibrate for shooting. Part of the language how the oral structures will move so that we can cognitive component would be produce these sounds clearly. repetition - For those clients or kids who tend to THINGS TO REMEMBER! just repeat what you say, that also - Sensation shows you a breakdown in the - Perception cognitive thought segment. There are - Comprehension three (3) reasons why kids repeat - Integration profusely/rampantly: they have the - Repetition compulsion to repeat, certain - Formulation neurological/neurodevelopmental - Sequencing disorders like autism, down syndrome, - Motor Control intellectual disability, and sometimes even apraxia (1) they have the SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 In a nutshell, a normal/typical person without any (3) the relationship between language speech and language breakdown would be able to go and thought through the cycle effortlessly. They would be able to As an SLP, you cannot assume that how you listen, retrieve, think, process, plan, produce without understand a certain concept is how the child any breakdown. understands it because a lot of times their schema of an object depends on how they are exposed or how Example of breakdown: they learned over time. A child was shown a ball, and he said “lab”, the When we are thinking about the play of a child, breakdown would be in the speech production you always have to go back to the roots of their segment. Because “lab” sounds very close to the word exposure, “What kinds of play did they do when they “ball” (transposition). were younger?”, “How is their cognitive exposure in the But if the mom shows a ball to another child, and he family?”, “Do they have opportunities for this?” says “lab” then hugs the mom; the breakdown would be in the central language segment. Because it means that INNER (Vygotsky) follows egocentric the child didn’t process the word “ball” well, an idea just LANGUAGE speech and represents the child’s popped in his mind and we might not know there’s a recruitment of language in his or her connection between his previous experiences with a reasoning efforts ball and “love”. PLAY Means of translating inner thoughts and interacting with environment - Inner language: how they make sense of their INNER LANGUAGE/PLAY experiences, the words that they hear, and how Learning Outcomes they relate to the environment. This is how they To discuss the play, and to discuss how we SLPs rationalize their behaviors, their actions, and categorize play. A lot of times, the mistake of SLP their responses. students is they tend to classify play according to how - Play: is a modality, a medium that they use to OTs classify play. express their inner thoughts and ideas or their - Play is rooted in our cognition. At a very early inner language stage, play is a reflection of one’s cognitive ○ Play and Learning (Bernstein 2009; abilities. And the play will serve as a bridge to Kennison 2014) transition from your ideas into the words you Imitation and play were re-examined are going to learn. So, that’s why it is very as re-cursor for symbolic functioning important for you to understand how cognitive Emphasized importance of contextual linguistics develop through play. support ○ Cognitive Basis (Bernstein 2009; E.g. When a busy and working parent doesn’t have Kennison 2014) enough time to model the use of tools, toys or thought (1) cognitive pre-requisite of language process then there’s a chance of low cognitive level That language cannot towards the child because there’s not enough exist without stimulation from the parent. cognition ○ Cognitive Basis (Bernstein, 2009) The richness of their PIAGET’S 4 COGNITIVE STAGES - SIX cognitive exposure SENSORIMOTOR PERIOD and experiences Stage 1 (Birth- one month) - child would also correlate demonstrate accommodation or to how rich their modification of scheme (suckling) vocabularies will be more efficiently; being able to locate (2) universality of children’s cognitive nipple faster experiences resulting to universality in Stage 2 (1-4 months) - increase eye their coding of meaning hand coordination, visual tracking, localization to sound SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Stage 3 (4-8 months) - child are Mean of facilitating social interaction egocentric; imitation shows child (Bernstein, 1997) attempt to understand; anticipate path “A person who isn’t a good team worker or of moving object, reach for object as team player. If you review their childhood, usually they well as manipulate object didn’t experience playing with other kids earlier on in Stage 4 (8-12 months) - anticipate their lives.” events; establish means-ends (goal ○ Play (Wasik et al, 2017) with means to obtain a goal); initiate Play are based on constructivist theory wider action Learning happens through play Free play (totally child directed) most In a nutshell, at Stage 1, it's more or less them being effective form of play because it driven by their need; to suck, to eat. By 2-4, because provides opportunity for self- they have visual tracking and localization they can now expression, creativity and motivation anticipate signals. without adult involvement Stage 1 - they don’t care about the bottle, they A skill to be learned is how to look for good just suck it or just cry when they're hungry. toys: Always remember that when you provide play or Stage 2 - when they see a bottle, they kind of when you provide toys. It should be enjoyable that they anticipate that they will be fed or nourished. There’s a can express themselves through play and motivation. primitive anticipation already. When you offer a child a toy and they don’t Stage 3 - is when children imitate a certain want it, it shouldn’t be forced on the child. Because behavior because this is their way to attempt to when they don’t like it, the thinking process isn’t understand how things work. (Anticipating moving triggered automatically. objects, peek-a-boo, when you give them toys they can ○ Importance of Play (Irwin, 1975, Wasik now hold it. But usually they just throw it) et al, 2017) E.g. The child slapped her mother then the mother Exploration laughed, the result would be the child will laugh as well. Problem solve Stage 4 - this is where a means and ends start Use imagination and creativity to happen Experience of the world around them E.g. The child slapped her mother and the mother E.g. Through the interaction of “patintero” = problem kissed the child. As a result, in the child’s mind it is a solve, bargain. During the old times, play was in the good behavior because there’s a reward. form of “bato, gumamela” = stretches your imagination and creativity and it allows you to experience natural DEFINITION OF PLAY consequences of the world (E.g. Pag inagawan mo ng laruan yung kalaro mo, susuntukin ka nila) Activity (Bernstein, 1997) - The difference between play in natural Serves as a transition for learning language consequence before and the synthetic play (Brown, Redmond, Bass, Liebergott, & Swope, (video games) now is that children has poor 1975; Gordon, 1979; Lovell, Hoyle, & Siddall, resilience in coping difficult challenges (street 1968) smart), the frustration is higher In earlier stages, it's a way to learn language. ○ Importance of Play in Later life (Wasik That’s why a lot of times, SLPs shouldn’t use et al 2017) behaviorism for teaching, especially in children. Motivated to learn in later grades Because in behaviorism, you're taking out the Teach child how to negotiate learning component of choice, you're taking out self-directed in their environment learning, you're taking out a component of exploration. E.g. Most common is when a therapist lets a child play with a puzzle but with particular instructions like, “Put TYPES OF PLAY that there, put that here, that’s a pig- oink oink.” It Social aspect (Parten, 1929) - 6 stages of doesn’t demonstrate play. social play Components and level of play (Westby) SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Function of play (Anderson-McNamee and - Independent play with Bailey, 2010; Weisberg et al. 2015) material different from that used by another child within Parten - behavioral type of play; this is basically more speaking distance of the social aspects; superficial - Play pursued without SLPs usually use Westby or Bailey’s type of play reference to what the other child is doing ○ Different types of play (Anderson- - (Naglalaro siya mag-isa, may McNamee and Bailey, 2010; Weisberg et sarili siyang toys kahit may al. 2015) ibang tao sa isang kwarto Free play wala siyang pake sa Activities in which children play alone nangyayari) or with other children without adult Parallel Play involvement - The child plays near another Beneficial to creative development child using some or all of the Talk to themselves or peers and same materials as the other explore ideas, describing activities, child without trying to modify commenting and negotiating with or influence the other child peers and being mainly concerned Scaffold play with toy materials, not with Directed by the child but guided by an relating to the other adult - When they play side-by-side, Adult has specific learning objectives they usually have the same that they are trying to achieve with the toys. They sometimes child but the child is actively involved exchange toys or they try to in directing the play touch other children's toys. Structured play - They’re more concern with the Specific activity such as doing a toy rather than interacting with puzzle, playing board games; play has another child rules and specific objectives Cooperative one - The child tries to initiate When they're very young, we want them to engage mutually interactive play, but more in a free play (0-3 years old) wherein the child other child does not follow the picks the activities or they explore toys and interaction lead with peers more spontaneously. - They try to initiate the game Scaffolded play - we follow the child’s lead, we try to but in the end it doesn’t go expound on their play, we put certain structure in their their way. play in such a way that they would have certain - (Mga batang “Laro tayo ng repetitions and opportunities to explore. A lot of times bahay-bahayan” pero in therapy, majority in ages 4-6 years old, usually pagdating sa playground may scaffolded play. isang nagpa-patintero may ○ Social Aspects of Play (Parten, 1929) isang nagtataguan) Non Play Weekly Organized Social Play - Child is unoccupied or is an - The child’s play is modified by onlooker to play of others another child’s play, but the - Example: child sitting in one children do not cooperate for place and stares around the a common purpose. room - When a leader tries to - (Nanonood lang siya) influence other kids, and then Solitary Play they would say “Halika, laro SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 tayo bahay-bahayan” tapos Tapos merong batotot, yun pag andon na, sasabihin nung yung taong tumatakbo sa isa “Laro na lang tayo catch mahabang linya. Yung ball!” Tapos yung dalawang batotot, may equal lines and bata, maglalaro ng patintero short lines, and may hanggang wala na nagbabantay each line. Ang - The difference between batotot is guarding the one weekly organized social play long line and then the leader and cooperative one, they is the one monitoring if every really have the intent to really member is doing what they’re play together. However, the supposed to do. Merong theme changed over time. leader and subordinates. Cooperative two - When there’s no equal - Two children assist each other distribution during play. in a task that could be done Cooperative 4 equally well by one alone, and - Both children have active but both try to achieve a common different roles. Central themes goal. are more complex than in - When they both decide to do simple cooperative play. something and they actually - Children negotiate for roles, stick with it. However, they are and they act out the role. Also not really playing together; includes a game in which the they are mostly trying to just players are assigned different work together. roles. - (Arts & crafts or building - When they try to play, there’s leggo) Meron silang equal a theme, there are roles that opportunity. Mga batang “Ako are specific for that person. nga magcocolor tapos ikaw - E.g. Bahay-bahayan, may magdidikit ng ganyan!” Meron tatay, nanay, may baby, silang rules and they stick to it meron silang sariling roles & and they have a common scripts. May sarili silang goal. Usually, kapag performance na no one can cooperative two, dalawa lang do for them. silang naglalaro. ○ Always remember (Westby, 1980) Cooperative 3 A cognitively based orientation to language - There is division of labor at a acquisition implies that language training can low level. Either the children never do more than assist the child in carry out identical tasks, or expressing what she/he already understands one has an active role and the - Play is a cognitively based task other passive. A simple wherein the end goal is for the kid to central theme is developed. have a better understanding of the Roles are assigned, but there things around them and for them to is a little action in the role. learn language and use it in daily - When they decide to play, ○ Components of Play (Westby, 1980; meron silang role pero usually Owens, 1998) redundant or ulit-ulit lang yung Decontextualization role. Thematic Content - E.g. Patintero, sa patintero Organization may leader. Siya yung maga- Self-other assign kung saan kang line. ○ Terms (Westby, 1980; Polloni, 2020) SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 Decontextualization and object - The themes evolve when you substitution: allows play to occur with get older. As the child gets decreasing environmental support or older, dapat magkaroon ng challenging reliance on props from themes ang mga laro nila, realistic to invented; includes may kwento. increased use of language Organization of themes: sequential - This is when the child is able combinations or integrations of actions to understand those toys, lead to sequentially and later when they’re very young they hierarchically organized play with understand that they need to greater coherence and complexity of perform, they can only play action representations when they have toys. - When you create a theme, - Hindi pa decontextualized na and you provide a logical ang laro mangyayari lang sequence for that theme. yung laro kapag meron kang - E.g. Kapag nag luto - lutuan gamit. (Organization of themes: - But as you get older, as you Prepare ingredients, turn on understand more, as your gas, prepare materials, language develops, you grocery, cut veggies) Kwine understand that you can Kwento mo habang naglalaro actually play without any tools. Self-other relationships or That’s when decentration: Children adopt the roles decontextualization happens. of others in pretend activities and - When they are able to use include others in their pretend; Theory language to set the theme of of Mind development is a critical part their play. of this dimension - E.g. Pag 8 months siya, hindi - One of the cue that their play siya makakapag laro kung is evolving, is when they are walang tools, pag walang able to pretend to be someone shape sorter, walang teddy else and to assume roles that bear, pag walang any toy. But is not really familiar to them when their 6 years old, hide- - E.g. Laro tayo bahay and-seek, bahay bahayan bahayan, ikaw si daddy pero Thematic content: Play themes babae ka. Ang sasabihin mo, develop from themes in which the kaya mo bang mag children have been frequent active decentralized/decontextualize participants, to themes in which they d ng sarili mo na kahit babae have participated less frequently, to ka iaassume mo na, “Ano themes they have only observed, and bang iniisip ng daddy ko?,” finally to themes they have invented “Ano bang ginagawa niya?,” - When they’re younger, they “Paano ba siya umarte?”. Kasi can just get any toys and just it shows you thinking outside play with them without any of what you know. themes. As you get older, you - You’ll be surprised because a want your play to represent lot of kids with something else. ‘Cause at one neurodevelopmental point, it’s a way of escape. disabilities could not perform Children get to escape what's that. happening to them by playing. ○ Important things to consider Toys SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 - What kind, when to present it to the point that they won’t interact. First few Context instances/interactions are very important. - What context to present it 1. S.O.U.L (Silence, Observation, Inclusion of other people Understanding, Listening) - Not only playmates, but This is when the child is playing and you sit models, exposure, down beside/in front of them and just try to make your opportunity presence known to the child. Usually, the first session Variety is to make the kids comfortable around you while - Variation of opportunities and putting yourself in the visual field of the child. plays is very important as well 2. MIRRORING Imagination Is when you join or try to imitate what the child - This can help to is doing but using your own toy. decontextualize thought - When working with children, you don’t do process (Empathy, Theory of certain behaviors that you don’t want them to the Mind) do. Use of language - When you’re mirroring and you work with ○ Play in the Philippine Setting children or even with regular kids, you sit down - The landscape of play in the with them and be sure that you have duplicate Philippines has changed significantly toys. It helps you build rapport immediately with over time. the kids. - The socio-economic factor can be a - The end goal of copying is because you want component of the child’s definition of them to notice you and understand that they play (E.g. higher class = play dates, need to look at you because you’re entertaining lower class = instead of play, they and at the same time you're a resource of need to work) information. - Limited to certain ages 3. SELF-TALK - Hobby for entertainment Self-talk is when you tell a story about what - Play is a way to decompress, to relax, you’re doing. In the context of when the child doesn’t to empty your mind notice you. - Play when you’re older comes in many - E.g. “Hmm I’m thinking of moving this forms, it can come as a hobby, a form car and making the car go up the of diversion stairs. Going up the stairs! Up the stairs!” The behavior is a manifestation of a bigger language 4. PARALLEL TALK concept. Regulation and behavior usually results from Versus parallel talk, is when you describe the language but when you’re younger it’s actually the other actions of the child. “Ooh, you are playing the car. Ooh, way around. It is your comfortability, your ability to be the car is going under the bridge! Under the bridge!” flexible that allows you to explore and learn more - Always remember that you do self-talk themes. When older = language before behavior, when first, and try to see if they look at you younger = other way around. It’s very important for us or if they listen to you. That's the time to develop their language while behavior is still you move into parallel talk. developing. So, the learning would develop side-by- 5. VOCAL/MANUAL MONITORING AND side. REFLECTING (VMR) - Before it is called the “echo talk” NATURALISTIC LANGUAGE STIMULATION When the child says something, you IN-REAL APPROACH can reinstate it or rephrase it. You repeat what It is very important that you don’t overwhelm the kids the child is saying and then rephrase it. with your presence. You have to understand and - E.g. Child: “Da eep,” Adult: “Dog respect them as individuals. We tend to scare the kids sleep”, that’s VMR, when you put SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 meaningful words to the vocal Walking (but not mastered approximations of the child. until past 2 years old) VMR, you just try to put real words into ○ Conversation partners: the vocal approximations. Parents (Mommy and Daddy) 6. EXPANSION If extended family they would Expansion, on the other hand, is when have their tito and their tita. you expand a sentence of the child. ○ What they usually do: - E.g. Child: “Mama see the fire truck”, Sleep you’ll not only expand the sentence but Play also the idea, Mama: “Yes, I see a fire Eat truck. It’s a big red fire truck.” ○ Where do they usually stay: Expansion is when you expand their Crib sentences but at the same time you are Bedroom expanding the idea of the child. Beside mommy 7. MODELING Strollers Is when you try to expand the topic of High chairs conversation. It's when you try to produce or model ○ Main issue: correct grammar or syntax by providing more Hunger linguistically appropriate sentences. Sleepiness - Don’t baby talk, you should converse They’re not aware that they with them like adults because you cannot talk yet want to provide very grammatically When you're thinking about the typical child, you always correct and syntactically correct start with “What is his current capacity?”; “What would models. be the person, task, and environment?”; “What is their - Because modeling is the way most primary occupation?”; Their primary occupation is to adults talk most of the time. That’s why sleep, eat and play. So if there are violations, or if there you try to model it for them. are hindrances in those areas. Then you can expect - E.g. Child: “Car?,” Adult: “Oh, do you that there would be issues with it and that would be want to play car? You can ask me. Can predominantly why they would seek communication we play car?” with others. Language Development and Components of Language (Bernstein, 2009) PRE-CURSORY/PRE-LINGUISTIC LANGUAGE Important Factors to Consider with regards to Language Pre-Linguistics Development Newborn Child’s rate of language development shows They’re just getting a grasp of language around them variation from an individual to an individual due 0-18/24 months to differences in intellect, learning styles, ○ Motor Milestones salient at the age 0- ethnicity, and socio-economic factors 18/24 months: Intellect: Sometimes, children who are at risk or those Sitting children with neurodevelopmental disorders would not Hold heads up be able to explore their environment or their Reaches for objects surroundings, as well as those children, without any Crawling (important for pelvic issues developmentally. Simply, because they cannot stability) integrate concepts that they see. Rolling Learning styles: There are those with sensory Cruising (also an important integration issues or those whose learning styles are skill wherein they hold on to a predominantly tactile in nature. Wherein, a lot of them furniture and they try to like would need to touch the objects, smell it and not just walk) look at it. So if the parents would utilize visual SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 representation, like flashcards and posters, the memory Phonological, morphological, syntactic, that’s being utilized is only the visual memory. Those semantic, and pragmatic acquisition in spoken are not really something that is appropriate for children language are related to acquisition of written zero to 1.6 because they do need to have a very language. enriched sensory stimuli that would help develop The rule of thumb is that the spoken language is one schema. level higher than written language. As SLPs, we do not believe in using behaviorism when Filipino classrooms are very behaviorist. That’s why a the child is very very young. Because theories or study by the American Speech Hearing and Language professionals will tell you that for the child to really Association, indicated that they saw a lot of Filipinos develop a three-dimensional picture of what the scared of spontaneous speech or purposeful speech concept is or what you're trying to teach them you production. Particularly, when you ask them to explain should be able to tap all their senses. Their tactile, something, or during a job interview. Simply, because smell, sense of touch, proprioceptive, and auditory. we weren’t really trained when we were very young to Ethnicity: In our country (Philippines), because we express our thoughts and ideas (we learned isang come from more or less one ethnic group and although tanong isang sagot lang). That's why we weren't really there are like minority groups that are living in the comfortable with using oral language to communicate Philippines. Ethnicity is very important because within our thoughts and our ideas. ethnicity is their beliefs in learning and teaching. There are certain cultures, wherein families wouldn't really sit Stages of Communicative Intent (Singleton et al down with the student/kid to play with them because 2014) that's not something that is appropriate for their culture. Perlocution Socioeconomic factors are important as well. ○ Birth to 8/10 months Whereas, if the parents are very busy with trying to earn ○ Lack of intent a living with them, not having time to teach their children ○ Adults interpret infant behavior because they don't have time for leisure or extra time to There is really no specific intent why the child teach them. Then the language development would communicates, cause a lot of them are just reacting to really be staunted or would be slowed down. situations. So when they cry because they’re hungry, Later stages of Language Development hindi nila iniisip na “Iiyak ako kasi nagugutom ako.” depends on earlier ones Sumasakit ang tiyan niya kaya siya umiiyak (not One skill banks on the other, it’s hierarchical. So that's intentional). They’re not thinking “Ah, iiyak ako kasi why it's good to establish, good foundation in learning, gutom na ako”, they’re just responding to the stomach at this stage because later on as we move towards ache. more abstract concepts, or as we move towards the They say that at this phase the communication or the metas, the metalinguistic and metacognitive. Their intent of the child is not really intentional, so there's no skills of understanding, how to establish a schema and intent. It is the adult who interprets what the child is integrating it with the environment, would be very trying to say. important. Example: Their ability to play appropriately, would be a defining - A child cries when he saw his grandfather, factor on whether or not they would be conversing with tapos sinabi ni mommy “Nako, natakot sayo”. other people. But we’re not really sure if the child was really Language growth is a gradual process scared. Now if you get the child with moderate to severe - When the kids cry in the middle of the night, language delay at the start, they would be needing like mommy will think “What’s wrong? Oh maybe approximately 15 to 20 years of SLP services, which for he’s hungry” tapos if hindi hungry “Maybe he’s Ms. Kate it's true. And the problem of children with wet” moderate to severe language, delays or disorder is that That’s why a lot of mothers, especially the new for every step of the way, there would be something that mothers, get into depression or they get really angry they wouldn't be able to integrate that's why they need because they have difficulty troubleshooting what the assistance. infant wants to say. Illocution SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 ○ 8/10-12 months egocentric would ask that first to himself, ○ Use of gestures or vocals to communicate before blaming other people or situations. This is the start of intentional communication. Later on, At this stage we anticipate or it is developmentally in the cognitive component you would see that this is appropriate for kids to be egocentric. “The world where they're starting to identify that events have revolves around me” hindi pa nila maintindihan na “Si relationships, and they have the power to attract the mommy kasi may ginagawa pa, intay ka lang.” They attention of other people. That's why they start to use don't understand that because they don't even know gestures and words. their intention why they're crying. They're just really Locution driven by their physiological needs. ○ 12 months+ ○ Use of words to show intent SCHEMA - psychological structure ○ Linguistics, metalinguistics This is a three-dimensional picture in your head of an They are starting to develop the use of language to object or a concept without words. For example, when communicate and they also think about these concepts hearing the word “ball” you visualize a round orange when they're communicating, so that's metalinguistic. thing (for Americans they visualize a round red thing). So a lot of children, even if they don't know the label, Cognitive Development (Owens, 1990) even if they don't know what it's called, what it's for. But EGOCENTRISM - decreases as child become if you give it to them they would be able to manipulate more aware they are separate from world, not it, that will show you that they have a schema of that cause of all activities object. ○ Objects have properties separate from Evaluating cognitive evaluation of a child, like giving their own perception of their activities toys to the kid and then trying to see how he will use it. When they're younger, they feel like everything Example, if you give a kid a ball and he bites and rubs revolves around them. As they get older, they learn how it on his face he has no schema of the ball. Because the to separate themselves from their needs and their ball is not for biting or for rubbing it on the face. wants. They kind of understand that their perception might be different from the others from other people. So when we're learning concepts, or when we are - For example, a one-year-old child if he's achieving a new schema in our mind, we do three hungry he will just scream at the top of his things: adaptation, assimilation and accommodation. lungs. Not caring if he's like a bother to the We do these three things to achieve equilibrium. In your people around him or not caring whether or not mind, you know when things are right, when the world he's in a public place or not. Because he thinks seems right, then your schema is in equilibrium. in his mind, it's just my hunger that I need to - Example, a lot of people were really shaken respond/react to. But as the child gets older, because there's no Facebook, Instagram and when he reaches the developing language Whatsapp. And that is this equilibrium, stage or what we call a preschool stage, they because there are certain schema na dapat tend to understand that you can use words, you ‘pag binuksan ko yung phone ko umandar itong don’t cry out loud in public because mommy app na ito na nawala. That’s why there are said so. So the perception of their responses uncertainties in their lives, that is when this changes over time. equilibrium happens. So egocentrism doesn’t only happen when they’re - In your mind, you should always have younger, this is the equivalent of accountability when equilibrium. Another example, taking an exam you get older. you get used to writing the correct answers - Example, if you failed an exam then when only. So after the exam, dahil yung exam you’re going back to reviewing why you failed multiple choice or alam mo yung sagot meron you would wonder “Bagsak ako kasi ‘di naman kang equilibrium. Because you are able to inexplain ito ganyan..”. But in a non-egocentric meet the demand of that situation according to perspective, the person would think about your previous experiences. “Why did I fail? Which part did I didn’t But as you’re growing up you experience new things, understand? What did I do wrong?” A non- difficulties, issues which do not adhere to your previous SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 experiences or knowledge and that is where problems Birth - Two months come in. So when there are new schema or new event, The child interacts with the environment your brain tries to accommodate that change by doing purely through reflexes three things: Child demonstrate accommodation or ADAPTATION - schema change in response modification of scheme (suckling) more to environment efficiently; being able to locate nipple faster - Example: Walang instagram, ang gagawin ng - This is what we say that the child has no conscious utak mo isasarado mo nalang yung app and do thought of communication, only responding to his something else. reflexes. Like if he’s hungry he’ll cry, if you put a ASSIMILATION - novel object of action finger in his mouth the infant will suck it. If you put wherein child tries to fit it with existing schema something near the infant’s cheeks, he’ll search for - When you try to do something to troubleshoot it thinking it might be the nipple (rooting reflex). what is happening. - They have no schema of what they need or want. They're just responding purely at the reflexive - Example: the instagram situation again, so level. gagawin mo sasarado mo yung app tapos bubuksan mo, pwede mong idelete yung app Stage 2: Primary Circular Reactions then ireinstall ulit, logging in and out. That is when you try new responses to that action for 2-4 Months Increase eye hand coordination, visual you to fit it, for you to reach equilibrium. tracking, localization to sound ACCOMMODATION - child change existing PRIMITIVE ANTICIPATION- child can schema when event does not fit into it identify wider set of signals that are - You’ve tried everything, even assimilating, still presented in the environment or associated nothing happened. Then you’re just going to with an event (e.g. suck before bottle is change the schema totally. presented, because they’ve been seeing it - Example: the instagram situation, download over and over again; if they see their mommy, they tend to cry for them to be another app or try to look for another activity carried) that you can do. Once you perform this action, Primitive imitative behavior starts (They this is adaptation already. tend to imitate smiling, social smile, but a EQUILIBRIUM- child assimilate/accommodate very basic level) to meet demands of new situation Object concept begins: look at place briefly where objects were last seen For example: yung bata nakita niya pag umiiyak siya - They kind of identify a wider range of stimuli. They tatakbo yung mommy niya, so ang gagawin niya pag now use their eyes and senses to respond to the meron siyang gusto iiyak siya. Tapos si mommy hindi environment. lumapit, so ang gagawin niya susubukan niyang - This is where they kinda understand that there is sumigaw habang umiiyak siya (assimilation). Habang permanency in the world but it's not yet mastered. sumisigaw at iyak siya, hindi pa rin dumating si mommy Example, if they have a toy (carousel toy above the so ang gagawin niya papaluin niya si mommy nagttrial crib) once they're used to seeing that when they're lying down, And the parent removes it, they would and error na siya. So yung pagpalo kay mommy still tend to look and search for it. Because object assimilation, yung process ng pagpalit dun sa actions permanence is starting, so meron na silang ay accommodation (inaacommodate niya yung di reappearance. pagbabago ng response ni mommy). Adaptation kapag nakahanap na siya ng final plan of action sabi niya “Ay Stage 3: Secondary Circular Reactions okay, hindi nakuha si mommy sa ganyan so uupo at 4-8 Months magwawait nalang ako dito.” Input-output patterns become more complex and externally focused Piagetian Stages of Sensorimotor Period: Birth to 2 Child may do things to trigger response years of Age (Owens, 1990, Singleton et al, 2014) from environment Child is egocentric; imitation shows child Stage 1: Reflexive attempt to understand; anticipate path of SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 moving object, reach for object as well as object exists even when it is removed from manipulate object sight Imitate familiar behaviors This is where they consistently have the concept of Search briefly for objects that have object permanence. For instance, meron silang car disappeared na gusto iiyak lang sila nang iiyak, tapos si mommy trial and error. Tapos point lang nang point yung - Their brain can accommodate more stimuli and bata, because most of them couldn’t say it. That because they are able to integrate more sensory arises because here at this stage tanda nilang meron information they tend to start experiments on their silang red car. responses. - Going back to the perlocution stage, they might still - This is when they start to develop, trial and error. not be aware why they're doing what they're doing So, by coordination reaction stage (stage four) they but they are kind of attempting to do something kind of understand or they're starting to understand (hindi lang talaga nila maintindihan bakit nila means and ends, that I can do something to get ginagawa). something. That's why they can anticipate more - They tend to imitate actions, search for moving events, they imitate more behavior because they objects, reach for objects and start to tinker with know that if they do something, they will get certain objects. And they tend to search for people something out of it. or objects na nawala but only for a short period of - So that's where intentional behavior starts to time. emerge, and they understand that objects and - From zero to stage three, you can see the people have certain qualities. development of object permanence. This is very - So this is where they try to cry more with Mommy important because a person cannot really have and then not really cry a lot with the teacher. For vocabulary if they do not have object permanence. instance, a new client started his first session, Ms. If they don't understand that an object exists Kate called it the Break-in period. When they first whether or not you see them, then they will not be come, you could see them trying to experiment and able to develop language and concept. try to trigger what will make me comply fastest? - Because if a child cannot understand that the cup The fastest way? Kaya when Ms. Kate ignores the was left on the table and then you go somewhere. crying, usually the child will really cry at the start; But the cup would still be at the table. If they don't they will try to do what they've been doing with understand that, then hindi nila mare-retrieve yung Mommy. And once they don't get it, that's the time pangalan ng object na yun. Because the process they try to obey. They start to understand that that you use for labeling/plotting names in a certain situations, certain objects, certain people schema/the label is the same process that we use have certain qualities that they need to respond to. for object permanence. And they're trying to problem solve (trial and error) their behaviors, because they don't really know yet Stage 4: Coordination of Reactions how to anticipate those responses (hindi pa nila kaya pero alam nila nag iiba yung responses kaya 8-12 Months nag trial and error sila). Anticipate events; establish means-ends [goal with means to obtain a goal]; initiate Stage 5: Tertiary Circular Reactions wider action; Intentional behaviors 12-18 Months Recognizes that objects have particular Child experiment, explore, use earlier qualities established schemes or patterns of behavior to solve new problems; older Terms: schemes modified; child likes to produce Object Constancy – understand objects new behavior remain the same even when viewed from Associated with motor development different perspective Words emerge Even when you see it at night or daytime, or ibang kulay, or sa loob ng box or hindi. - They already have their memory banks. Kung ano Causality – to understand that actions have nangyari nung umiyak siya kay teacher vs. Umiyak a cause siya kay mommy. They kind of like starting to see the pattern, but they - Since their understanding about the world is still might not really understand it entirely. improving, the emerging of different content Object Permanence – to remember that an categories happens. Meron silang bagong SP-LDV 222: Language Development from Infancy to School Age BSSLP Batch 2024 back to this stages to evaluate their cognitive behavior na ginagawa. Example, before hindi naman nagtatapon tapos one time wala lang naisip skills. niya lang magtapon tapos natawa si daddy so ang - The language development of the 0-18/24 gagawin niya ngayon mag throw siya while months are not that much, because the interacting with other people. Because this is their majority of their development happens way of trying to explore reactions and trying to cognitively. understand new situations and events. Kasi sa utak nila naiintindihan na nila, kasi dito na nagsisimula yung one to one correspondence, Semantic Development (Bernstein, 2009, Singleton schema, and label. Naiintidihan na nila, yung lahat et al 2014, Owens 2011) na nakikita nila may tawag dun. Vocabulary - first word emerges at around 12 - This is where the need to use words starts to months; Child does not approximate adult emerge. meaning; child’s receptive vocabulary was - Whenever they see something new, or whenever noted to be higher than their expressive they feel something different or new, they try to vocabulary (e.g. if the child has 10-word create a new behavior, or respond in a different way because they are curious on how the world will vocabulary, he would often have 50-word respond to it. receptive vocabulary) - So imagine if you don’t let the child explore, you won’t be able to provide the novelty situation. Delayed speech is different from having no opportunity - ABA therapies are not harmful or wrong, but the to learn. Yes it’s delayed, but it’s not a child factor, it’s problem with teaching them at a very early stage is more of an environmental factor. So, if you’ll think of that they wouldn't know how to problem solve. activities for the client, it should be focusing on the Stage 6: Early Representational Thought environmental factor of the child. Like teaching their family, rather than just bombarding the child. 18-24 Months 1-year-old - approximately 10-word vocabulary and 50 Child solves problem through thought rather than behavior; labels for object/action even words receptive vocabulary. when referent is not immediately present. Symbolic thought evident (will think through Semantic Development (Owens, 2011) a problem) - They’re already starting to solve the problem rather Months Number of Expressive than melting down or crying. They try to think Vocabulary through their problems as early as this age. Their 12 months One or more words problems are usually basic, like getting hungry, trying to open a toy. Example, they can’t open a toy 15 months 4-6 words so they try to think how to solve that problem, they ask help from their m