SPCHSCI 711 : Introduction to Communication in Children and Adults
2020 Semester One (1203) (15 POINTS)
- the nature of human communication; it is rich, complex, highly social and shaped by context, including the contexts of culture. This material is closely allied to SpchSci 712 which students will be doing at the same time
- the development of cultural competence. This will be broad, but also specific to NZ, so with an emphasis on Maori. You will learn some Te Reo kupu (words, greetings) and some tikanga (practices) such as karakia, waiata, powhiri kawa, greetings in Te Reo, and about te Tiriti o Waitangi and the ongoing impact of colonisation in NZ
- the development of human communication through the lifespan; how children communicate from birth to normal changes through older ages. Class material is supplemented by visits to preschools and schools through the semester, where you will observe communication in children of different ages and in different contexts
- an understanding of difficulties in communication in the developmental phases - and how they may persevere in adult life
- some aspects of how to assess communication in children. You will use some of the skills learned in class in the preschool and school visits
Capabilities Developed in this Course
|Capability 1:||Disciplinary Knowledge and Practice|
|Capability 2:||Critical Thinking|
|Capability 3:||Solution Seeking|
|Capability 4:||Communication and Engagement|
|Capability 5:||Independence and Integrity|
|Capability 6:||Social and Environmental Responsibilities|
- Articulate a rich view of human communication (Capability 1, 2 and 4)
- Have beginning skills in the analysis of this rich view of human communication (Capability 1, 2 and 3)
- Demonstrate knowledge and use of small amounts of Te Reo and tikanga Maori, and developing cultural competence (Capability 4, 5 and 6)
- Demonstrate skills in observing, collecting and analysing communication samples from children and adults
- Analyse the communication of typically developing children using a rich model of human communication (Capability 1, 2 and 5)
- Identify in case examples the content, process and stages of typical communication development in children, and ageing related changes in adults (Capability 1, 2 and 3)
- Analyse the typical characteristics and the variability of normal language development in real communication contexts (Capability 1, 2, 3, 4, 5 and 6)
- Have a beginning understanding of communication difficulties in children (Capability 1, 2, 3, 4, 5 and 6)
- Have initial skills in the assessment of speech and language difficulties (Capability 1, 2, 3, 4 and 5)
|Take-home test||20%||Individual Test|
|Assignment 1||25%||Group Coursework|
|Assignment 2||30%||Individual Coursework|
|Assessment Type||Learning Outcome Addressed|
The programme runs a tuakana-teina model between the second year and first year of the course. There is a timetabled hour once a week where students can get together, and a student nominated to help run the programme, from each year. We encourage support and a positive relationship between the students, and the students and staff. If we have Maori or Pasifika students, this may be done with them in particular. We don't have a dedicated coordinator, as we are a small course and are not on the same campus as the larger part of the school which does have a dedicated position for tuakana. We may call upon their resources if we see it can work out.
- Cultural issues are covered in the first two weeks of the course (pre-semester weeks) through a Cultural Awareness workshop, a Te Tiriti o Waitangi course (3 mornings), Powhiri preparation and waiata, and the Powhiri itself. Then a section each week through the semester involves learning and using karakia, waiata, kupu, and discussions of tikanga . These are included in the weekly quizzes.
- Typical communication development is taught in the first 2 hours of the 3 hour session on mondays for 6 weeks, followed by a third hour in which these learnings on typical development are applied to communication difficulties, and the view of language/communication is enriched. Two lecturers are involved here, Elaine Ballard & Linda Hand. The section on language and ageing is taught by Clare McCann and takes place in the last weeks of the course, along with a section on bilingual language learning by Elaine Ballard.
- Learning about skills in observation, collection and analysis of communication takes place in the tuesday 3 hour sessions. Each alternate week, the students will be in either a preschool or a school, applying these skills to children. This material provides the data for the assignments, which involve applying these data and analyses to the picture found in section 2., i.e. on what you can see of typical development.
- Catell, R. (2007) Children's Language: Consensus & Controversy (2nd ed). London: Continuum. [This is a very readable book which outlines the most salient points about communication development very clearly. Recommended.] Requested to be moved to Philson library.
- Owens, R (2016) Language development : an introduction.(9th ed). Philson Library. Main Collection 401.93 O97 2016.
- Paltridge , Brian (2012) Discourse Analysis: an Introduction. (2nd ed), London : Bloomsbury Publishing. (Available online).
- Crystal, D., Paul Fletcher, Michael Garman (1991) Grammatical analysis of language disability (2nd ed) San Diego, Calif. : Singular Pub. Group [there may be an online source for this book.
- Every second week tuesday morning is a visit to a preschool or school. Students do these individually or in pairs. Must complete. The police check and immunisations are required for these visits. Transport to & from these sites is the student's responsibility. Rules and expectations of those sites must be adhered to.
- The quizzes are conducted at the beginning of each monday class, and at least 8 of the 11 must be completed, including one compulsory one (tba). There will be catch-up opportunities if needed.
- One assignment is a paired assignment. Students are encouraged to support one another's learning and share resources, work together and problem-solve and generally develop collegiality throughout the degree course. However there is also an expectation that both students will contribute equally to this assignment. If they do not, there is an opportunity for the aggrieved student(s) to negotiate with the course director over the distribution of marks to be made.
The MSLTPrac is an intensive course wherein you qualify as having met standards for entry into a profession (CBOS). You will find you need to spend at least the recommended hours outside of class, to manage the workload.
For this course, you can expect 5-6 hours of class time, 2-3 hours of reading and thinking about the content and 3-4 hours of work on assignments and/or test preparation.
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