Curricular Unit:			Code:
Language Acquisition and Development			860ADL
Year:	Level:	Course:	Credits:
1	Master	Speech Therapy (Child Speech)	7 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	91
Learning Outcomes of the Curricular Unit:
The student should be able to : O1 – Increase knowledge and relate concepts of infant development , risk factors and how to apply tools for assessment / screening of childhood development O2 – Increase knowledge about Early Language Development , understanding the risk factors related to language developmental disorders as well as applying assessment tools / screening in early language development O3 - Reflect, analyze and discuss the key concepts inherent of the process of Language Acquisition Development in a in Multidimensional Perspective, considering the influence of various developmental domains and environmental factors in this process, either when it occurs in a typical or atypical way O4- Establish relation between the content covered and its relevance for a speech therapist
Syllabus:
CP 1. Early infant development fundaments 1.1. Development: Concepts , principles and factors that influence children's development ; normative sequence ; Normative development vs. atypical development ( warning signs ) 1.2. Assessments and stimulation of an infant development (developmental screening instruments , promoting the development of children at risk ) CP2 . Early language development fundaments 2.1. Language development ( precursors of language development , transition from pre - symbolic to symbolic ; risk factors ) 2.2. Assessment of language development ( specific screening tools ) CP3 . Integration of key concepts inherent in the language acquisition development in a Multidimensional Perspective 3.1. ADL and Global Development 3.2. ADL and Environment / Activities / Opportunities 3.3. Inter influence of factors - Implications for typical and atypical development
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (CP) were delineated by learning objectives (O) of the unit , for students be able to develop skills that enable them to deepen knowledge as well as analyze and reflect critically on the process of language acquisition Development . Students want to contribute by building up a more adequate thought regarding this theme, which constitutes a facilitator in the analysis of the typical and atypical development, inherent in professional practice in Speech Therapy. In this way: CP1 corresponds to O1 and O4 CP2 corresponds to O2 and O4 CP3 corresponds to O3 and O4
Teaching Methodologies (Including Evaluation):
Theoretical and practical classes Expository and participatory methodology with studies case. Presentation, analysis and discussion of the subjects taught in lectures, orientation/guidance for their critical reflections regarding research as well as literature reading research Practical classes Participatory methodology to developing dynamic practices and case studies . Guidance/orientation of students critical reflections and analysis of specific situations . Assessments - Written assignment: assessment of children development protocol ( 30 % ) - Screening review of language instruments ( 50 % ) - Participation and involvement in activities during the lectures ( 20 % )
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in practical classes (more expository and participatory approach with studies case, presentation , analysis and discussion of the themes in lectures, as well as orientation/guidance for their critical reflections regarding research as well as literature reading research), allows students to obtain deepen knowledge as well as a better understanding and ability to discuss the content covered, promoting concept integration, ability to research, analysis and critical thinking, facilitating the work for speech therapist . With practical lessons, in which the methodology assumes a more participatory nature (with the development of dynamic practices and case studies, guidance on critical reflection and analysis of specific situations), is intended to provide the ability to apply knowledge in dynamic practices developed during lectures, promoting the development of skills related to the construction of an adequate and reflective reasoning, connecting to professional practic . Thus , it is considered that teaching methodologies adopted for this course are consistent with the goals set for it, since they allow increase knowledge of the content covered in lectures, where students have the ability to analyze , discuss and reflect what is relevant for a future practice of a Speech therapist.
Reading:
Papalia, D., Olds, S.; Feldman, R. (2007) Desenvolvimento humano. Porto Alegre: Artmed Editora. Payne, G.; Isaacs, L. (2007) Human motor development: A lifespan approach. 6ª ed. Nova York : McGraw-Hill. Sheridan , M.(2008) From birth to five years: children's developmental progress, 3rd. ed. London: Routledge Perra, O; Gattis, M.(2012) Attention engagement in early infancy. Infant Behavior & Development 35, pp. 635– 644 Harold, M.; Barlow, S.(2013) Effects of environmental stimulation on infant vocalizations and orofacial dynamics at the onset of canonical babbling. Infant Behavior & Development 36, pp.84–93 Beuker, K.; Rommelse, N.; Donders, R.2013) Development of early communication skills in the first two years of life. Infant Behavior & Development 36, pp. 71– 83 McGillion, M.; Herbert, J.; Pine, J.; Keren-Portnoy, T.; Vihman, M.(2013) Supporting Early Vocabulary Development: What Sort of Responsiveness Matters? Transactions on autonomous mental development,5(3) pp: 240-248 Gelman,