Undergraduate Course: Development of language, literacy and communication (PSYL10106)
Course Outline
School | School of Philosophy, Psychology and Language Sciences |
College | College of Humanities and Social Science |
Course type | Standard |
Availability | Available to all students |
Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Credits | 10 |
Home subject area | Psychology |
Other subject area | None |
Course website |
None |
Taught in Gaelic? | No |
Course description | The overall aim of this course is to enhance students¿ ability to reflect critically on research into the development of language, literacy and communication in children and young people. The course aims to help students (a) learn how to use empirical evidence to evaluate contrasting theoretical perspectives in developmental psychology and (b) understand how developmental theories and findings can be applied to educational and societal issues. These aims will be addressed by considering such issues as:
The nature of the interplay between biological and environmental influences on language development
The extent to which language development can be explained as a socially-driven phenomenon or as based on cognitive processes internal to the child
How linguistic development both influences and is influenced by other aspects of development (e.g. cognitive, social, communicative), and the implications this has for children¿s success in formal education
How literacy development (learning to read and write) in the school years and adulthood builds on but differs from spoken language development in the preschool years
How theoretical accounts of reading and writing difficulties can both inform and be informed by approaches to literacy instruction.
The aims and content of this course are complementary to those of Conceptual development in children: Thinking, reasoning, and social cognition.
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Entry Requirements (not applicable to Visiting Students)
Pre-requisites |
Students MUST have passed:
Psychology 2 (PSYL08002)
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Co-requisites | |
Prohibited Combinations | |
Other requirements | None |
Additional Costs | None |
Information for Visiting Students
Pre-requisites | Visiting students should have at least 3 Psychology courses at grade B or above (or be predicted to obtain this). We will only consider University/College level courses. |
Displayed in Visiting Students Prospectus? | Yes |
Course Delivery Information
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Delivery period: 2014/15 Block 4 (Sem 2), Available to all students (SV1)
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Learn enabled: Yes |
Quota: None |
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Web Timetable |
Web Timetable |
Course Start Date |
23/02/2015 |
Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
86 )
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Additional Notes |
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Breakdown of Assessment Methods (Further Info) |
Written Exam
100 %,
Coursework
0 %,
Practical Exam
0 %
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No Exam Information |
Summary of Intended Learning Outcomes
To describe and evaluate contrasting theoretical accounts of language development, drawing on relevant empirical evidence
To reflect critically on implications of research on language and literacy development for educational policy and practice
To give examples of how comparisons between typical and atypical development contribute to our understanding of the nature of developmental change in language, literacy and communication abilities
To understand the complex interplay between different types of influence on development and be able to illustrate this in relation to the development of language, literacy and communication
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Assessment Information
Take-home examination (100%). In-class feedback exercises will be used to check understanding and to develop skills (e.g. quizzes, peer feedback on essay plans/drafts).
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Special Arrangements
None |
Additional Information
Academic description |
Not entered |
Syllabus |
Not entered |
Transferable skills |
Not entered |
Reading list |
Gleitman, L. and Newport, E. (1995). The invention of language by children: Environmental and biological influences on the acquisition of language. In L. Gleitman & M. Liberman (Eds.) An invitation to cognitive science: Language. Cambridge, MA: MIT Press.
Graham, S., Gillespie, A. and McKeown, D. (2013). Writing: importance, development and instruction. Reading and Writing, 26, 1-15.
Ramey, C.T., & Ramey, S.L. (2004). Early learning and school readiness: can early intervention make a difference? Merrill Palmer Quarterly, 50, 471¿491.
Snedeker, J. (2009). Word Learning. In L. R. Squire (Ed.), Encyclopedia of Neuroscience (pp. 503-508). Amsterdam, Netherlands: Elsevier.
Snowling, M.J. and Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81, 1-23.
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Study Abroad |
Not entered |
Study Pattern |
Not entered |
Keywords | Not entered |
Contacts
Course organiser | Dr Morag Donaldson
Tel: (0131 6)50 3437
Email: Morag.Donaldson@ed.ac.uk |
Course secretary | Mr Simon Cann
Tel: 0131 650 9870
Email: Simon.Cann@ed.ac.uk |
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© Copyright 2014 The University of Edinburgh - 29 August 2014 4:40 am
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