Child Language Development Case Study

Child Language Development Case Study Introduction This paper explores a case study with one family with a child displaying slower language development, examining the case in the light of well-known theories around child development. These theories, which include scientific approaches, social approaches, and applied approaches to understanding and supporting child development, are evaluated in the light of the existing literature and in relation to health visiting practice. The Case Child A is a 2 year old male, the only child of a same sex lesbian couple, living in an ex-council house within a village environment. The area of the village in which they live is predominantly local authority housing, but they bought their house as a private sale from its previous owner. The biological mother, who for the purpose of this essay will be called Mother A, was brought up in this village, and left to attend university and have a career, returning when the child was 3 months old. Mother A works 21 hours a week as a nurse, and also works ad hoc shifts as an agency nurse. Mother B is a university graduate who left full time employment to move in with Mother A, and now works for a local women’s charity part time, as a child support worker. Child A displays normal development in most areas, and demonstrates clear cognition and understanding of language and interactions, potentially beyond the standard for his stage of development. However, Child A does not use verbal language himself very much, and at times displays behaviour which suggests he is withdrawn and not interested in socialising. Mother A states that Child A socialises well in the Creche he attends 3 days per week. However, Mother A also states that as a family they are very socially isolated. Mother A’s extended family lives within 3-5 miles of them, but has very limited contact, because of discomfort with their lifestyle. The family attempted to join a mother and toddler group, but were made to feel unwelcome, and both parents state that they are ostracised by their local community, and cannot access social support from a wider lesbian community because they have no childcare other than the crà ¨che. They have been unable to secure a childminder or babysitter because of their alternative family arrangement. Observations of interactions between parents and child demonstrate good, positive attention from both parents. Mother A is very ‘attuned’ to the child and ‘interprets’ behaviours and expressions, anticipating the child’s needs. Interaction between health visitor and child suggests the child is capable of proper linguistic expression. On one occasion, the child corrected the health visitor, to inform her that a shell in his ‘collection’ was grey, not white. The child also shows some ability to recognise alphanumeric characters. Despite this, verbal communication seems very limited. Discussion This case provides an interesting dilemma in exploring the theories which would explain the apparent linguistic retardation this child displays. Bowlby’s attachment theory, for example, might suggest that the child’s linguistic restriction is due to some element of attachment, and that the primary attachment figure for this child is Mother A. In the absence of what others might describe as a normal social sphere for the child, the attachment between Mother A and Child A may never have been challenged, and this close attachment means that the child feels no motivation to speak, because his needs are being anticipated by his primary caregiver. Discussion with both parents does not indicate that the child undergoes separation distress (Bowlby and Bowlby, 2005)), but this could be anticipated from what might be an overly strong and exclusive attachment to Mother A. However, this author feels that attachment theory does not provide a model to explain what effect this kind of relationship might have on linguistic development. Behavioural theories of child development might also provide some insight, particularly if the child views that his current behaviours are being rewarded and reinforced by one or both of his parents (see, for example, the theories of Skinner, Pavlov and Watson). Scientific and biological theories of linguistic development may shed some light on the situation. Chomsky (2007), for example argues that the development of language in the individual child depends on a combination of genetic factors, which precipitate language learning in terms of a biological imperative, experience, which relates to the placement of the child as interacting with its social world, and principles of development which are not specific to the faculty of language. What this demonstrates is a move away from Cartesian dualism, and the reintegration of the processes of the mind into the functional and developmental processes of the body (Chomsky, 2007). In this case, therefore, Child A is likely to have biological imperatives precipitating linguistic development, but may not be achieving his potential due to a possible deficit in his interactions with the social world. It may be that this theoretical perspective highlights the single most important feature in this case, t he lack of social integration into the wider social world, or into normal society. This is not to say that if a same sex lesbian family were socialising in peer groups or social networks, that this would not be normal – far from it. What is notable about this case is that the family are isolated from both general, â€Å"heterosexual† society and from peer-related social groups. If there are, then, elements of linguistic development which are founded on social interactions, a deficit in these areas would likely indicate a potential reason for Child A’s linguistic retardation. The family have attempted to ensure the child is with his own peer group by placing him in a crà ¨che, a group childcare environment, rather than a single carer environment, which is a positive move. However, it could be that even this is not sufficient to precipitate the linguistic development that would be expected of Child A at this point. Classic theories such as Piaget’s constructivist theory, which posits certain developmental stages, might be useful here. In Piaget’s theory, constructivism is an alternative to simple biological understandings of child development, and the development of children’s thinking and cognition is segemented into four stages, which are viewed as progressive (Dawson-Tunkin et al, 2004). Piaget’s stages suggest that children must all move through these stages, sequentially, in order to develop ‘normally’. It is unsurprising that many theorists argue against the centrality of these sorts of stages, as being too restrictive and rigid and not necessarily universally applicable (Dawson-Tunkin et al, 2004). Piaget posits that equilibration, the process of learning wherein the individual reflects on previous experiences to assimilate new concepts and knowledge into current knowledge, is perhaps the most significant of the features of children’s devel opment (Dawson-Tunkin et al, 2004). So, although Piaget understood that biological maturation may set the timetable and limits of some aspects of child development, but stresses that the environment in which children are placed, and their interactions with that environment, is essential to them developing as they should. â€Å"Children who have severely limited interactions with their environments simply will not have the opportunities to develop and organize their cognitive structures so as to achieve mature ways of thinking† (Cook and Cook, 2005). There appears to be an almost inbuilt dissatisfaction with equilibrium, requiring individuals to extend their cognitive structures by seeking out, assimilating and processes new information (Cook and Cook, 2005). This is complemented by reflective abstraction, in which individuals take note of something in their environment, then reflect on it (Cook and Cook, 2005). However, Piaget also argues that â€Å"children do not passively absorb structures from the adults and other people around them†¦[but] actively create their own accommodations and so construct their own understandings† (Cook and Cook, 2005). Feldman (2004) criticises Piaget’s theories because they do not properly allow for the individuality of children, and for differences in development which might be quite marked between children in different circumstances (Feldman, 2004). This author also questions whether there is any need for such rigorous demarcation of stages of development, because if they are still only theories, then labelling children as failing or falling behind might be detrimental to the child and his/her family. However, many theories of development, general and linguistic, do suggest that social environment and/or interactions affects cognitive and linguistic development. Therefore, it could be that in this case, Child A, through his experiences to date, which have been somewhat limited in wider social interaction, has developed his own understandings of the role and function of language in his life, and has perhaps come to the conclusion that the verbalisation of language, at least for him, is rarely necessary. Cognition is not absent, this is evident from interactions with him. He can speak, or at least, it is evident that he understands language, symbols and complex sentence structures, but he does not have any motivation to speak. If asked to carry out a relatively complex task, such as ‘put the shells back in the truck, and put the truck away†, he can do this, readily, and willingly. But if asked to describe what he is doing or to describe his truck, he uses one word answers, gestures and facial expressions to communicate. Cole et al (2004) discuss how positive emotions are important in child development, suggesting that â€Å"emotions organise attention and activity and facilitate strategic, persistent or powerful actions to overcome obstacles, solve problems and maintain wellbeing (Cole et al (2004). This might suggest that perhaps Child A is not being placed in situations where he is emotionally tested enough, in order to motivate him to utilise language in ways that other children might do. Bell and Wolfe (2004) also suggest that there is a need to better understand and explore the role of emotions in organizing and regulating a child’s thinking and learning, and also in understanding the role and of thinking, learning and action in the regulation of children’s emotions. Certainly both Piaget and Vygotsky both argue that children working together learn more than children attempting to, for example, solve problems alone (Cole et al, 2004). It would be no great stretch to see the connection between these collaborative or interactive experiences, the emotional responses of children, and their development, and this must include linguistic development, because these interactions would require the use of language, and perhaps, the development of new linguistic capabilities. Callanan (2006) states that children’s cognitive processes are connected to the language they hear around them. In this case, therefore, it could be argued that Child A may be limited linguistically because the language he hears around him is only that of his two main carers, and of course, the language he hears on television. His social isolation may be affecting the ways in which he is thinking about the world, because he is exposed to limited verbiage. A Freudian analysis of this situation would be both problematic and challenging. If Child A is passing through Freud’s stages of psychosexual development, it could be said that he is perhaps arrested in his oral stage of development, and has not moved out of this stage because of his relationship either with Mother A alone or with both of his female parents. Freudian analysis here is fraught with difficulties, however, because this is not a typical heterosexual relationship, and so the parameters within which Freud’s psychoanalytical theories are framed simply to do not apply. The whole issue of gender here could be a difficult one, because there may be those who believe that a male child needs a gender-similar role model, and his current parenting situation does not provide this. However, contemporary theories on child care and child rearing have veered away from gender-specific behaviours and advocated for gender-neutral child rearing, a reorientation which has follow ed in the wake of radical and second wave feminist theories (Martin, 2005). These feminist theories have at times rejected concepts such as socialisation in the development of children’s social and personal awareness and in developing gender identity (Martin, 2005). However, this author believes, as does Martin (2005), that socialisation is an important feature in child development, and that while Freudian theories posit primary socialisation as occurring within the home, socialisation also occurs once the child is exposed to new environments. If the child is only exposed to limited social environments, this might also mean the child does not become socialised to as many environments and behavioural codes as it should do. Certainly, this author has met colleagues who have argued that the lack of a male role model, or male role models in the home situation, would constitute a problem. However, it would seem that many would argue that gender neutral parenting would not affect d evelopment, particularly if gender and chld development is fixed by biology (Martin, 2005). Vetegodt and Merrick (2003) suggest that there are five important needs that children have, in relation to formation of their identity and in relation to their cognitive development. These needs are: â€Å"the need for acknowledgement, acceptance, awareness, or attentions, respect and care† (Vetegodt and Merrick, 2003). There is a suggestion that if children do not have these needs met, they may then modify their own identities to adjust to their parents and the situation (Vetegodt and Merrick, 2003). While this may not necessarily be true, in the case of Child A and his family, it might be that his needs are met in the home situation, but his needs may be being met in other situations. Certainly, conversations with the parents suggest that they fear his needs, of the nature described above, would not be met outside the family environment because of the nature of his family. There is an ongoing belief that childhood is of primary importance in children forming ‘healthy i dentities’ (Taylor, 2004). The Role of the Health Visitor These theories are mere explorations of potential reasons for an apparent deficit in linguistic development in Child A. Addressing this developmental issue with the parents, in this context, is likely to be somewhat challenging, particularly as the relationship between the health visitor and the parents is of primary importance (Jack et al, 2005). Certainly the child’s home situation is a positive one, and there are no issues in relation to economic or other deprivation. Both parents are intelligent and open to discussion about development and the child’s social needs, but both are also, understandably, sensitive about their continued social exclusion. However, the role of the health visitor is to promote the child’s health and wellbeing (Condon, 2008), and so part of the role in this situation is to assess this wellbeing and ensure the child is offered full participation in all the aspects of health promotion and disease prevention available (Condon, 2008). In t his case, as Mother A is a nurse, and Child A has been subject to all necessary health checks, immunisations, and the like. Engaging with the family has allowed the health visitor to identify elements of the home situation which could affect maternal wellbeing, and so affect child development and wellbeing, but there are no signs of postnatal depression or anything else to raise any warning signs (Peckover, 2003) Here, the role of the health visitor may be to assist the family in identifying ways of extending their social sphere and social life, and integrating their child into social groups and networks which might be more accepting of their alternative family construct. However, there are limits to what a health visitor can advise, and it might be necessary to look at other disciplines, other professionals, and other agencies to support this family. Certainly with changes in the law and social life in recent years, it is becoming less challenging for alternative families to find support and inclusion, but in this case, it would seem that social inclusion may be negatively impacting upon their child’s development. The public health dimension of the health visitor role is very much vaunted in the literature and in governmental policy, but is less easy to realise in practice (Cameron and Christie, 2007). Yet activities such as those discussed in this essay contribute to the public health dimension of the health visitor’s role, in concrete ways. Perhaps it is most important to view the macrocosm of public health policy in relation to the microcosm of the daily work of the health visitor, although it is not always easy to evaluate the day to day function of this role in relation to wider public health improvements. Conclusion It would appear that, whatever the theoretical standpoint, there seem to be a range of ways of defining child development, and many of these relate to the way that children relate to their environment. While there may be a biological imperative to develop cognitively, developing cognitive and, in the case of Child A, linguistic processes, there can be factors which can negatively affect these processes. If these factors are socially mediated, then the social environment that the child finds itself in may be as important as providing good nutrition and health protection. The author deliberately chose a family which was not characterised by typical socio-economic deprivation, or domestic violence, or drug abuse, to demonstrate that child development is fundamentally about the child learning to interact with others, peers and adults alike, in a range of social contexts, and it would seem, from this case, that linguistic development may be more psychologically mediated by such contexts. It may be more than a simple biological/cognitive process, and may require exposure to a range of social settings to fully develop properly, to motivate the child to use language effectively. References Bee, H Boyd, D (2006). The developing child. 11th Ed. USA: Allyn Bacon Longman. Bell, M.A. and Wolfe, C.d. (2004) Emotion and cognition: an intricately bound developmental process. Child Development 75 (2) 366-370. Bowlby, J Bowlby, R (2005). Making and breaking affectional bonds. London: Routledge. Callanan, M.A. (2006) Cognitive development, culture, and conversation: comments on Harris and Koenig’s ‘Truth in Testimony: how children learn about science and religion. Child Development 77 (3) 525-530. Cameron, S and Christie, C. (2007). Exploring health visitors perceptions of the public health nursing role. Primary Health Care Research Development, 8 80-90 Chomsky, N. (2007) Biolinguistic explorations: design, development, evolution. International Journal of Philosophical Studies 5 (1) 1-21. Cole, P.M., Martin, S.E. and Dennis, T.A. (2004) Emotion regulation as a scientific construct: methodological challenges and directions for child development research. Child Development 75 (2) 317-333. Condon, L. (2008) Child health promotion in the United KingdomL does health visitors’ practice follow policy? Journal of Advanced Nursing 62 (5) 551-561. Cook, J.L. and Cook, G. (2005) Child Development: Principles and Perspectives Boston: Allyn and Bacon. Dawson-Tunkin, T.L., Fisher, K.W. and Stein, Z. (2004) Do stages belong at the center of developmental theory? A commentary on Piaget’s Stages. New Ideas in Psychology 22 255-263. Department of Health (2004). The Children Act. London: HMSO. Department of health (2008) Child Health Promotion program. Feldman, D.H. (2004) Piaget’s stages: the unfinished symphony of cognitive development. New Ideas in Psychology 22 175-231. Hall, D Elliman, D. (2006). Health for all children. 4th Revised Ed. Oxford University Press. Jack, S.M., Dicenso, A. and Lohfeld, L. (2005) A theory of maternal engagement with public health nurses and family visitors. Journal of Advanced Nursing 49 (2) 182-190. Martin, K.A. (2005) William wants a doll, can he have one? Feminists, Child Care Advisors and Gender-Neutral Child Rearing Gender and Society 19 456 – 478. Peckover, S. (2003) I could have just done with a little more help. An analysis of women’s help-seeking from health visitors in the context of domestic violence. Health and Social Care in the Community 11 (3) 276-282. Santrock, J.W. (2006). Child development.11th Ed. USA: McGraw-Hill. Sheriden, M (Revised and updated by Frost, M. Sharma, A. (1997). From birth to five Years. London: Routledge. Taylor, C. (2004) Underpinning knowledge for child care practice: reconsidering child development theory. Child and Family Social Work 9 225-235. Ventegodt, S. and Merrick, J. (2003) The life mission theory IV. Theory on Child Development. The Scientific World Journal 3 1294-1301.

English Pronoun Chart and Exercises

Subject Pronouns – I, you, he, she, it, we, you, they- function as the subject of a sentence: I live in New York. Do you like playing tennis? He doesn't want to come this evening Object Pronouns – me, you, him, her, it, us, you, them- serve as the object of a verb. Give me the book. He told you to come tonight. She asked him to help. Possessive Pronouns – mine, yours, his, hers, its, ours, yours, theirs- show that something belongs to someone. Note that the possessive pronouns are similar to possessive adjectives (my, his, her). The difference is that the object follows the possessive adjective but does not follow the possessive pronoun.For example – Possessive Pronoun: That book is mine. – Possessive Adjective: That is my book. That house is mine. This is hers. those seats are yours Demonstrative Pronouns – this, that, these, those refer to things. ‘this' and ‘these' refer to something that is near. ‘that' and ‘those' refer to things that are farther away. This is my house. That is our car . These are my colleagues . Those are beautiful flowers. A. __Use the correct personal pronouns.Watch the words in brackets. Example: ___ often reads books. (Lisa) Answer: She often reads books. 1) ___is dreaming. (George) 2) ___ is green. (the blackboard) ) ___ are on the wall. (the posters) 4) ___ is running. (the dog) 5) ___are watching TV. (my mother and I) 6) ___ are in the garden. (the flowers) 7) ___ is riding his bike. (Tom) 8) ___ is from Bristol. (Victoria) 9) ___has got a brother. (Diana) 10) Have___ got a computer, Mandy? B. __Choose the correct objective pronouns . Example: I have got a sister. ___ name is Susan. Answer: I have got a sister. Her name is Susan. Hi Daniel, ___ name is John. This is ___ friend Jason. He's 12. ___sister is nine. ___ pet is a budgie. ___name is Dickens. Jason and I go to the same school. There are 450 boys and girls in ___ school.Jason's form teacher is Mrs. Peterson. She has got a pet, too. ___pet is a tortoise. Our form teacher is Mr. Smith. I like ___lessons. He has two dogs. The dogs love to play in ___ garden. Now I have a question for you. What's ___ pet? Yours, John C. __Replace the personal pronouns by possessive pronouns. This book is (you) . The ball is (I) . The blue car is (we) . The ring is (she) . We met Paul and Jane last night. This house is (they) . The luggage is (he) . The pictures are (she) . In our garden is a bird. The nest is (it) . This cat is (we) . This was not my fault. It was (you) .

Current Gun Control Laws

Dear Mr.. Mayor, I write this memorandum with renewed consciousness and self-reflection. I write this in regards to the current gun control policies and regulations. In today's society there are far too many mass shootings that innocently take people's lives. These mass shootings are occurring in schools, movie theaters, shopping malls, compounds, public events, and at work. Numerous shootings have occurred in the past few years and the numbers continue to evolve.It is our responsibility as citizens to stand up and take charge of the matter. We can start this endeavor by enacting gun control. No one has the freedom to take another's life from them and once a person has died not anyone can bring them back. In this memorandum I will be mainly focusing on school shootings. Catastrophes will always occur, however, we as citizens can make a meaningful difference In preventing these shootings from occurring by Implementing stricter gun control regulations.Perhaps by enforcing antigen polic ies will prevent a hill, a teenager, a young adult, an adult, or senior citizen from making one of the biggest mistake of their life. Guns have no place in schools and schools are supposed to be designed not only for education but as a safe environment for children (Information for Gun Control, 2014). Yes, the Second Amendment gives citizens of the United States the right to bear arms (genuine. Com, 2013).However, at the time that the Second Amendment was established I do not think that children were killing children by walking Into a school and that our fore fathers envisioned the airlessness of gun owners and their lack of â€Å"control† of their own weapons. Politicians today are heedlessly Jeopardizing those whose freedom and rights they allege to be protecting. It Is time for the Government to withstand an honest glimpse at the tragic occurrences that are taking innocent people's lives, the lives of young children in these gun shootings whether they are accidental or int entional.Responsibility for these heinous killings need to be assumed and it is the Government that needs to step up to the plate and federally regulate stricter gun control policies. Stricter gun control policies should include mandatory registration of weapons with a five to ten day waiting period, licensing of all gun owners, required gun permits and purchaser permits as well. Also included in these regulations should be intensive background checks with no stipulations.Unfortunately it is a fact that many of the guns used in these mass shootings were legally owned and obtained by the parents of the perpetrators. Other than the fact that schools should also have stricter precautions and security they must also have psychological observation and tracking. Yet another policy that would be welcomed Is responsibility of the parents in such that they too can be legally charged for allowing access to incompetent of securing a gun then perhaps they should not be allowed to possess one.

Overpopulation The Problem Facing The World - 1972 Words

Overpopulation: when the number of existing humans exceeds the Earth s carrying capacity resulting in resource depletion, poverty, lack in biodiversity, global warming, starvation, unemployment, the spread of disease, water contamination, desertification, CO2 emissions, climate change, and rising conflict between territories among many others. Although unrealized by most, these issues, as a result of overpopulation, are a major problem facing the world today due to the recent substantial increases in global population over the past century (Gavenus). Our planet is beginning to run out of available resources for the world s more than 7 billion inhabitants. Overpopulation is causing both our renewable and nonrenewable resources such as†¦show more content†¦The Industrial Revolution made huge advances in science and technology, which brought advances in medicine and farming methods, allowing the average life expectancy of the average human to grow exponentially. (James) There are more than seven billion people inhabiting the Earth today, while in 1960 there were only three billion people. (Best Population) If the population continues to grow at the same rate, in just 35 years the population will make a 38 percent jump to over 9 billion people, and by the end of the 21st century it could be over 14 billion. (Miller 58) (Hohm 45-46) The main effect of overpopulation is the rapid depletion of the world s natural resources. The United States uses up more resources than any nation on Earth, while only making up 5 percent of the world’s population. (Overpopulation Encyclopedia) Developing nations are trying to enhance the quality of life in their country. To improve the quality of life, they are using more and more resources and energy to keep everyone safe, happy and to increase their nations life expectancy. (Hohm 45-46) Humans are starting to use up resources such as food and fuel faster than they can replace them and are running out of available space for farmers to be able to grow food. Since farmers are unable to produce enough food to feed everyone with the limited amount of space, they turn to animals as a main food source which is causing overfishingShow MoreRelatedPersuasive Essay About Overpopulation1455 Words   |  6 PagesOverpopulation issue and ways to help solve it The big question is whether humanity is getting too big and, in the process, endangering the wellbeing of people, and our planet. Overpopulation is a real thing it’s happening right now in some parts of the world. Delay marriage, ending child marriages, and women empowerment might not seem like a lot, but it actually is. All these things can help the overpopulation problem we are facing today in certain parts of the world and in the future. 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