Explain the pattern of development in the first three years of life and the skills typically acquired at each stage. 1.2. Explain: • how development and learning are interconnected • how and why variations occur in rate and sequence of development and learning • that learning may take place in different ways • the importance of play. 1.3. Explain the potential effects on development, of pre-conceptual, pre-birth and birth experiences.
* Both theories explain how language is developed from birth * Grammar is included in both definitions. | Constructivist | Differences: * Environmentalists do not believe you have innate ability to develop language (zero Nativism) – everything comes from the outside, while Constructivists believe you have some innate ability to develop language. | * Language and cognitive development happen simultaneously – almost like a symbiotic relationship. * Children use language reach cognitive milestones at about the same time – they use present tense before any other tense showing their understanding of time and their place in it. |
Thus, a negotiation in bad faith whose aim is to provoke the adversary is an indirect speech act….‖ English Language Learner/ELL, English Language Developing/ELD and Limited English Proficient/LEP may be construed as interchangeable terms denoting formally qualified second language learners in the U.S. K-12 environment. English Language Learner/ELL is the current official term included in current federal law that specifies qualifying characteristics of a student whose original language background is one other than English. English Language Development/ELD is a generic term for a curricular program designed to specify, support and extend the language learning of ELL students. All states are required to have a set of ELD standards in place, and to assess the language level of each ELL student. Hispanic/Latino are interchangeably used to denote a U.S. ethnic category defined as follows by the federal government: ―A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
Module Code: 7PS501 Student ID: 100312804 A Task Analysis of the Cognitive Processes and Psychological Constructs Underpinning the Consecutive Use of Makaton Vocabulary Signs with Speech as a Communication Aid. Sign-language (SL) is a visual-gestural modality of linguistic communication predominantly used by those with or close to hearing or speech impediments. In deaf communities SL's, such as British Sign Language (BSL), are considered to be independent 'natural languages', sharing the same linguistic complexities as any spoken language. However, the use of signs or gestures used consecutively with spoken language serve a different purpose from that of SL, instead providing additional information to strengthen the communication outcome. Makaton Vocabulary (MV) uses signs/gestures and symbols as an aid to verbal communication (Walker, 1972).
Tasks There are three tasks to this assignment. A Short answer questions B Case study C Reflective account This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A | Short answer questions | 1.1, 3.1, 3.2, 3.3, 3.4 | B | Case study | 1.2, 1.3 | C | Reflective account | 2.1, 2.2, 2.3 | Principles of personal development Assignment mark sheet Candidate name Candidate number Centre name Centre number Short answer questions Task | Evidence | Results | A | Short answer questions | | | Total marks available | 25 | | Mark Achieved | | | | Passed Y/N | B | Case Studies | Passed Y/N | C | Reflecting on learning experiences | Passed Y/N | I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification. Candidate signature Date I confirm that the candidate has achieved all the requirements of this unit with the evidence listed and the assessment was conducted under the specified conditions and context, and is valid, authentic, reliable, current and sufficient. Tutor / assessor signature Date Quality assurance
Piaget and Vygotsky shared some common thoughts in the role of language in development however their differences were vast. Both agreed that infants are born with the basic materials/abilities for intellectual development however that is where the similarities end. Vygotsky placed more emphasis on social contributions to the process of development, whereas Piaget emphasized self-initiated discovery. Piaget theory is focused around four stages; Sensorimotor, Preoperational, Concrete Operational and finally Formal Operational. The Sensorimotor stage ranges from birth to two years.
Outline and evaluate stages for memory improvement AO1 There are 3 stages for memory improvement. Verbal, visual and non-memory improvement. Within these 3 stages there are different types. For Verbal memory improvement there are acronym, acrostic, rhymes and chunking. These are ways that we verbally remember things for example chunking are when we put a long number that we need to remember into smaller groups of numbers that help us, an example of this would be a phone number where we group 11 digits into 3 groups in order for it to stay in our memory.
tests that are validated for the purpose for which they are used. Documentation must be current within a three year period to be considered. The necessity of this does not mean that it is sufficient; "the mere presence of an impairment does not automatically mean that the person has a disability" or that it impacts functioning in the school setting. The central and most controlling consideration is whether the specified impairment substantially limits the specified major life activity which in the school setting is most often learning. ELL/Bilingual Program: The ELL/Bilingual Program is designed to support students with a non-English language background.
In those who have emigrated while still quite young and native language such as English makes a lot of problem in adapting and communicating especially for children. Essayists who describe America’s existence as a culture, a sound, an accent, a walk makes a real dilemma to pick Spanish or English (p. 233). I completely acquiesce with this statement being experienced by myself as a bilingual guy; there is often the question in my mind of which language is