Study programme 2021-2022 | Français | ||
Language Development in Children | |||
Programme component of Bachelor's in Psychology and Education: General à la Faculty of Psychology and Education |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
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UP-B3-BAGENE-015-M | Optional UE | PICCALUGA Myriam | P362 - Métrologie et Sciences du langage |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
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| Français | 15 | 15 | 0 | 0 | 0 | 4 | 4.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
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P-SMSL-001 | Language Development in Children | 15 | 15 | 0 | 0 | 0 | Q1 | 100.00% |
Programme component |
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Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
At the end of this course, students will be able to describe the acquisisition of language (lexical aspects, grammar, phonetics, ..), and characterize the roles of the different variables which can play a part in the language performance. They will acquire knowledge and experience with different approaches of assessment with young children. (tests, Parent Report Measure, ..) They will be made aware of the actions of screening, diagnosis and identification of developmental language disorders. They will be able to carry out a study, collect and analyse language data
Content of UE
Neurobiological and genetic basis of language; environment 's role . Approaches : generativist vs Social interactionist theory. Interaction between language and cognition. Variability. Phonological, morphosyntactic, lexical, pragmatic and metalinguistic aspects of the language development ; CDI and language testing. Developmental language disorder (Catalise :Bishop et al., 2016). Prevention, screening and early detection
Prior Experience
Not applicable
Type of Assessment for UE in Q1
Q1 UE Assessment Comments
Not applicable
Type of Assessment for UE in Q3
Q3 UE Assessment Comments
Not applicable
Type of Resit Assessment for UE in Q1 (BAB1)
Q1 UE Resit Assessment Comments (BAB1)
Not applicable
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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P-SMSL-001 |
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Mode of delivery
AA | Mode of delivery |
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P-SMSL-001 |
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Required Reading
AA | |
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P-SMSL-001 |
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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P-SMSL-001 | Not applicable |
Recommended Reading
AA | |
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P-SMSL-001 |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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P-SMSL-001 | not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
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P-SMSL-001 | Bernicot J. et Bert-Erboul A., L'acquisition du langage par l'enfant, Paris , 2009 / Bishop, D. V., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One, 11(7), e0158753. de Boysson-Bardies, B., Comment la parole vient aux enfants : de la naissance jusqu'à deux ans, Odile Jacob, Paris , 2005. Chevrie-Muller Narbona, J., Le langage de l'enfant: aspects normaux et pathologiques, Masson, 2007 Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003 Kail, M. Fayol, M., L'acquisition du langage, Le langage en développement. Au-delà de trois ans, PUF, Paris, 2000. Kern , S. (sous la direction) (2019) .Le développement du langage chez le jeune enfant, Théorie, clinique, pratique. De Boeck supérieur. Sylvestre, A., Cronk., C., St-Cyr Tribble, D., Payette H. (2002). Vers un modèle écologique de l'intervention orthophonique auprès des enfants. Journal of Speech-Language pathology and Audiology , 26, 4, 180-196. |
Grade Deferrals of AAs from one year to the next
AA | Grade Deferrals of AAs from one year to the next |
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P-SMSL-001 | Authorized |