Aims

Child Development & Child Language:

Outline the stages and processes in the development of the child and examine factors that influence the course of development.

Examine the social contexts of early child development and communication.

Provide an introduction to children's speech and language development.

Provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.



Child Study:

Provide an opportunity to observe and interact with typically - developing children.

Provide the opportunity to practice and consider the validity of a range of data collection techniques (observation, interview, parent report, play based assessment, spontaneous language sampling)

Provide an opportunity to evaluate children's language, social, cognitive and motor development.

Apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.

Provide awareness of issues relating to reliability and validity when evaluating child language.

Use appropriate techniques for analysing and synthesising data from multiple data sources and data gathering techniques to create a holistic picture of a child

Develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.

Enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, and to use data to evaluate hypotheses.

Practice linguistic and phonological analysis of data from a typically developing child in order to increase skills in analysis and also to gain knowledge of typical speech and language development.



For students studying the clinical programmes (BSc Speech & Language Therapy and Masters of Speech and Language Sciences), the HCPC Standards of Proficiency are of relevance. This module addresses aspects of the following standards but is not the only module to do so:

2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is proportionate to the to the circumstances and is appropriately documented.

12.7 understand linguistics and phonetics, psycholinguistics, sociolinguistics and all levels of typical processing and the differences for individuals whose home

12.9 understand psychology as relevant to lifespan development and change, typical and impaired communication and psychological and social wellbeing

13.2 gather appropriate information

13.4 select and use appropriate assessment techniques and equipment

13.5 undertake a thorough, sensitive and detailed assessment

13.3 analyse and critically evaluate the information collected

13.8 recognise a range of research methodologies relevant to their role

Outline Of Syllabus

Child Development & Child Language:

Outline the stages and processes in the development of the child and examine factors that influence the course of development, focusing on first five years of life

Examine the social contexts of early child development and communication including importance of play

Stages and sequences of first language and speech development in children from infancy through to adolescence.

Overview of bilingual language acquisition

Provide an opportunity to observe and interact with typically-developing children and evaluate children's language, social, cognitive and motor development.

Child Study:

To provide an opportunity to observe and interact with typically - developing children.

To provide the opportunity to practice and consider the validity of a range of data collection techniques (observation, interview, parent report, play based assessment, spontaneous language sampling)

To provide an opportunity to evaluate children's language, social, cognitive and motor development.

To apply appropriate methods for recording, transcribing and analysing (using computer software) children's speech and language.

To become aware of issues relating to reliability and validity when evaluating child language.

To use appropriate techniques for analysing and synthesising data from multiple data sources and data gathering techniques to create a holistic picture of a child

To develop awareness of developmental norms in early childhood and of methods for comparing an individual child to those norms.

To enable students to analyse data systematically, to describe data faithfully, to formulate hypotheses, to use data to evaluate hypotheses.

To practice linguistic and phonological analysis of data from a typically developing child in order to increase skills in analysis and also to gain knowledge of typical speech and language development.


In relation to the RCSLT curriculum guidance, the module covers aspects related to phonetics and linguistics (4.4.1) with a specific focus on phonetics and clinical applications, general linguistics and clinical applications and speech and language acquisition and change over the lifespan. Within psychological and social sciences (4.4.2), there is a focus on psychological development and change and social development.

Teaching Rationale And Relationship

Lecture material, supported guided reading and research and independent study introduce and develop the knowledge outcomes (KO) 1, 2, 3, 8, 9, 10, 11 and the skills outcomes (SO) 2, 6, 7 ,8



Workshops allow students to learn and practice SO of 2, 7 & 8 and KO of 7, 8, 9, 10



Project work involves students conduct a practical project (a Child Study) in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.

Assessment Rationale And Relationship

The child study is a large and challenging piece of work feeding into both theoretical and clinical skills and knowledge base required to be a Speech and Language Therapist. The study involves students conduct a practical project in which children are observed and evaluated in naturalistic (home or pre-school) settings and consider their findings in light of information learned in the classroom and in private study. Students use practical skills and theoretical knowledge and are required to synthesise across a range of fields of enquiry and data sources. The fieldwork itself and the self-directed study required to complete the fieldwork and analyse and present the resulting data have the following outcomes. KO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, SO 1, 2, 3, 4, 5, 6, 7, 8.

Data collection, data analysis, relationship to theory, evaluation of reliability & validity of data, synthesis across domains individuality of approach are all assessed.