Resources

Glossary

• Atypical - is defined as “not the typical situation”, eg. the issue being described is not representative of what is expected.

• Autism or Autism Spectrum Disorders (also ASD) - is a range of related developmental disorders known as autistic spectrum disorders (ASDs) that begin in childhood and last through adulthood. ASDs can cause a wide range of symptoms, which are often grouped into three categories:

  • Problems and difficulties with social interaction
  • impaired language and communication skills
  • unusual patterns of thought and physical behaviour

• Deductive reasoning - is a form of formal reasoning from one or more statements (premises) to reach a logically certain conclusion.

• Discourse – is the term used in having a conversation using sentences. It helps us to tell stories, jokes, poems and in writing eg. letters.

• Dyscalculia - a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age.

• Dyslexia - is about information processing: dyslexic people may have difficulty processing and remembering information they see and hear. This can affect learning and the acquisition of literacy skills and occurs independently of intelligence.

• Dyspraxia - is the term used to describe the difficulties in coordination and movement resulting from atypical brain development, eg resulting in problems affecting fine or gross motor movements and potentially speech.

• Expressive speech/language - this means being able to put thoughts into words and sentences in a way that makes sense. It refers to production, spoken output and how language is decoded.

• Figurative language - is using a word or phrase to represent an issue or situation for which the word is not used in its normal meaning – saying one thing and meaning another, eg. “Sleeping like a log” and “All the world’s a stage”. Types of figurative language include using metaphors, imagery, personification and similes.

• Formal operational stage - according to Piaget, this is the last stage of development, from about twelve to fifteen years of age, in which thinking can be abstract and hypothetical

• Grammar - refers to the set of rules about combining words in phrases and sentences.

• Homophones - are words pronounced the same but which are spelt differently, eg bean and been.

• Idiom - is typically a phrase or expression where the meaning of the expression is different to that suggested by the words – “I’ll eat my hat” – is not about eating a hat, but an expression where a person is incredibly surprised at the situation.

• Inner speech - was described by Vygotsky and equates to the thought processes that occur within speaking.

• Irony - describes the difference between what is expected and what really happens, eg. On a dark rainy day in January, when someone says: "What a lovely day to sunbathe".

• Language - is our system of using words to communicate. It includes using words and gestures to say what we mean, and understanding what others say. Language development includes learning vocabulary, grammar, discourse and phonology.

• Phonology - this is the sound system of the language, for example, the mouth creates the sound to pronounce the letter or phoneme.

• Pragmatics - is the term used to encompass the way in which language is used, eg it can change when used in different contexts – a young person speaking to a teacher may be very formal and to a friend may be very relaxed.

• Private speech - was described by Vygotsky and equates to the person talking to his/her-self and regulating what is said.

• Receptive speech - is the ability of the infant to understand the language that they either hear or read.

• Sarcasm - is a form of irony which aims to express frustration and disapproval and often means the opposite of what is said. eg. Telling a person they are on-time for them – when they are actually 5 minutes late.

• Satire - is a way of using humour and/or irony to point out issues or problems, usually within society.

• Semantics - is the term used to describe the meaning of language - making sense of the words used.

• Slang - describes an informal type of language, typically used in informal conversations.

• Social speech - was described by Vygotsky and equates to talking with other people.

• Speech - is making the sounds that become words—the physical act of talking.

• Stutter - is the term used to describe continued repetition of a sound, typically as a word starts to be said, eg. M-m-m-m-mummy.

• Syntax - how words combine to form meanings in larger groups like sentences of phrases.

• Vocabulary - is the store of words a person has – like a dictionary held in long-term memory.

Books

Bee, H. and Boyd, D. (2004) The Developing Child . 10th ed.: Pearson.
Mussen, P.H., Conger, J.J., Kagan, J. and Huston, A.C. (1990) Child development and personality . 7th ed.: Harper Collins.
Smith, P.K., Cowie, H. and Blades, M. (2015) Understanding Children's Development . 6th ed. Chichester: Wiley

Journals

Language development from five years to adult - Print summary

Language development from the age of 5 years onwards requires the young person to understand vocabulary used and syntax as they begin to use language in more subtle ways. The pragmatics of using language forms an important part of the young person’s identity.

Through adolescence, young people will typically use language more analytically to understand and reflect on complex issues. The young person will compare a situation with another concept to make it easier to understand. An ability to manipulate language can result in an increased ability to describe and this will lead to story-telling and narrative speech. At first this follow simple rules, but young people will soon learn to manipulate and bend these rules. As language skills develop, verbal humour will begin to be explored in an ever increasing way. Now more than ever, language is strongly linked to the social world around the child which is increasingly less influenced by family and more by peers. Whilst the world of the young person is ever changing, the role of online or virtual communication is something that must be carefully understood in contemporary society.

Learning outcomes

By completing this resource you will be able to:

• Discuss the development of language and communication from 5 years old to adulthood including its more complex use, manipulation and application.

Please type any additional notes and comments you have on this resource in the field below: Print

Learning outcomes

By completing this resource you will be able to:

• Discuss the development of language and communication from 5 years old to adulthood including its more complex use, manipulation and application.

This resource was developed by:

Name: Mary Y Brown

Role in Project: Content Author

Qualifications: MMSci Ed, PGCertPT, BSc (Hons), RNCB, RNT.

Previous experience: Mary is an Assistant Professor with the School of Health Sciences teaching communication skills, innovation and recognising culture and diversity through experiential learning. She is a Registered Nurse Child Branch with a specialty in Paediatric Oncology and supporting children with complex needs and their families.

Name: Louise Clarke

Role in Project: Content Author

Qualifications: PGCHE, BSc (Hons) Psychology and Sociology, Diploma in Nursing, RN Child, FHEA.

Previous experience: Louise's clinical career involved a variety of medical and surgical settings and a specialisation in paediatric plastics and cleft lip and palate care. She is currently employed as a Child Health Lecturer at the University of Nottingham involved in teaching communication, interpersonal and leadership skills alongside facilitating the development of clinical practical skills in undergraduate children's nurses.

Name: Carol Hall

Role in Project: Content Author

Qualifications: PhD, RSCN, RGN, RNT, PFHEA.

Previous experience: Carol is an experienced nurse teacher and children's nurse, who worked across a range of children's acute healthcare settings before becoming a ward manager on a teenage care ward for young people with both physical and mental health concerns. Carol is currently an Associate Professor and Director of Undergraduate Education within the School of Health Sciences at the University of Nottingham.

Name: Liz Hilton

Role in Project: Technical Developer

Qualifications: BA (Hons) Graphic Design, BSc (Hons) Biology,

Previous experience: Liz has a wide background in design and E-learning in a wide range of sectors, including industry, the NHS and academic.

Name: Laura Holliday

Role in Project: Content Author

Qualifications: MNursSci, RN Child.

Previous experience: Laura's clinical experience includes children's cardiology, medicine and respiratory. She has previously led a hospital wide preceptorship programme, working within a practice development team. She is currently employed as a Teaching Associate in Child Health at the University of Nottingham.

Name: Lydia Jones

Role in Project: Technical Support and audio manager

Qualifications: BA (Hons) Media Production.

Previous experience: Lydia has worked in the HELM team at the University of Nottingham for 7 years and is currently the e-learning and project development officer. She has many years' experience in project management and audio and video production.

Name: Gill Langmack

Role in Project: Lead Content Author

Qualifications: MSc, PGCHE, BSc (Hons) Nursing, RSCN, RGN, FHEA.

Previous experience: As an experienced Children's Nurse and educator, Gill has extensive experience of nursing children and their families in both acute and critical care areas. Gill is currently lecturing as an Assistant Professor within the University of Nottingham, School of Health Sciences.

Name: Helen Laverty

Role in Project: Principal Content Reviewer

Qualifications: MSc. (Human Development), Cert Ed (FE), RNLD, SFHEA

Previous experience: Helen is an Assistant Professor with the School of Health Sciences & Professional Lead for learning Disability Nursing. Her teaching specialities relate to the concept of ordinariness, human development, and person centred philosophies. She has extensive experience in the development of RLOs. She is a Registered Nurse Learning Disabilities specialising in promoting an ordinary life for children and young people and leadership.

Name: Andrew Lee

Role in Project: Technical Developer

Qualifications: BSc (Hons) Economics.

Previous experience: Andrew has 5 years web development experience working with small businesses, consultancy and app. creation. Twelve years game design experience as senior designer and design lead with oversight of design scripting, level design, scheduling and game mechanics.

Name: Liz Maslen

Role in Project: Project Lead (NCC)

Qualifications: BSc (Hons) Psychology, CMI PGDip.

Previous experience: Liz currently works as the Children's Workforce Development Manager at Nottinghamshire County Council. She has 17 years' experience within the childcare sector, and during this time has worked within voluntary, statutory and private organisations. She has also been involved with the management and delivery of regional and national training programmes aimed at multi-agency frontline practitioners and parent groups.

Name: Roz McCormick

Role in Project: Content Initiator

Qualifications: BA (Hons)

Previous experience: Roz is a qualified probation officer. She has worked in education, criminal justice and training since 1995, and has initiated, developed and delivered a variety of developmental projects with the intention of enabling professionals to work in partnership with service users. She initiated contact with University of Nottingham in pursuit of a rock solid knowledge base upon which to create a robust child development learning platform.

Name: Sally Melling

Role in Project: Content Author

Qualifications: EdD, MPhil, BA (Hons) Nursing, RN (Adult), RN Child, RNT

Previous experience: Sally is an Associate Professor at the University of Nottingham. She has over 30 years' experience as a children's nurse and educator. She is currently the Professional Lead for children's nursing.

Name: Elisabeth O'Brien

Role in Project: Lead Content Author

Qualifications: MEd, PGCHE, BSc (Hons), RGN, RHV, Obs Cert, FHEA.

Previous experience: Elisabeth worked in neonatal intensive care and a Bone Marrow Transplant unit . After working as Health Visitor in the U.K and abroad she joined the Child Health Team at the University of Nottingham.

Name: Cherry Poussa

Role in Project: Technical team manager

Qualifications: MSc, BSc.

Previous experience: Cherry is Head of Digital Learning Support Services in the School of Health Sciences, University of Nottingham with responsibility for IT systems, e-learning and online services and managing the integration of technical platforms to support the processes within these areas. She plays a key part in implementing the HELM strategy and supporting the technical and budgetary aspects of e-learning and digital media research projects.

Name: Mike Taylor

Role in Project: Technical Lead

Qualifications: MSc in Information Technology, PGC in Multi-Media design, BA (Hons) Media and cultural studies.

Previous experience: Mike has worked as a learning technologist for over 10 years at the University of Nottingham. He is currently the Project Development Lead for the HELM team and is working on the development of reusable learning objects (RLOs) both for the school of health sciences and for external projects.

Name: Richard Warr

Role in Project: Technical Implementer

Qualifications: MCIPD.

Previous experience: Originally an Optician, Richard moved into training, initially clinical support and then as a professional examiner. Over the next 25 years he became CIPD qualified and a member of the British Psychological Society. He has supported learners in: personal development, leadership and management, psychometric profiling, customer service and bespoke systems training amongst others. Over the last 4 years Richard has focussed on eLearning design and learning systems management within Nottinghamshire County Council.

Name: Richard Windle

Role in Project: Project Lead and Instructional Designer

Qualifications: PhD, PGCAP, BSc (Hon), PFHEA

Previous experience: Richard is an Associate Professor at the University of Nottingham. He is currently co-academic lead for the HELM team. As well as leading online curriculum development, his research and development interests include open multimedia learning content pedagogy and reuse, stakeholder involvement in content development and student generated content.

With thanks to the following who reviewed the content of the resources:

University of Nottingham Nursing students (Child field):

Ryan Clarke, Clare Cribdon, Aoife Fehilly, Rosanna Jones, Ruth Jones, Kelly Parker, Simone Portman and Molly Wright

University of Nottingham Lecturers in Health Sciences:

Paula Dawson, Damion McCormick, Alexandra Lewandowska-Smith and Heather Wharrad

Nottingham County Council Family Workers:

Helen Bingley, Susan Bird, Debbie Jesson, Meena Sharma, Dina Vitelli and Sharon Warman

With Thanks to:

The young people their families and colleagues who have provided audio and visual resources.

James Henderson, Thomas Stackpoole and Stathis Konstantinidis who provided additional audio narration for these resources.

Kirstie Coolin, Simon Riley and Nicholas Whiting for additional technical support.

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