Child and Adolescent Development

Running head: Annotated bibliography

Annotated Bibliography

Nicole Johnston

South University

May 2, 2017

Introduction

Cognitive development is concerned with child development. It focuses mainly on information processing, perceptual skill, conceptual resources, learning a language and different brain activities. (“Development Assessment,” 2006) Various articles talk about this, but I will only take two.

Development competence in early

Childhood through middle adolescence

Obradović, J., van Dolmen, M. H., Yates, T. M., Carlson, E. A., & England, B. (2006). Developmental assessment of competence from early childhood to middle adolescence. Journal of Adolescence, 29(6), 857-889.

This article concentrated on the informed development competence and validated test of competence across domains such as gender and age. It takes a keen interest in matters like cognitive, social, emotional well-being of a child. This concern is concentrated on early childhood, middle child hood, early adolescent and middle adolescent. People’s understanding of typical and atypical have been advanced by the e deterministic models developed earlier, the science of integration of development and physiopathology. ( Obradović et al., 2006) According to the article, competence is said to be the quality and effectiveness of the adaptation of an individual since it reflects the use of external and internal resources in adaptive manner to enable the negotiation of issues that are salient developmentally to be successful. The successful negotiation of the developmental issues can indicate competence according to the organization theory of development. According to this article, the empirical studies tends to overlook some core such as emotional well-being though, factors like as positive effect, self-esteem , agency, pride, and enthusiasm for a person’s work are used to critically determine psychosocial adaptation. According to this article, one of the reasons is disagreements amongst the development theorists on if judgments on competence should contain processes that are internal or should purely rely on criteria that is based on external behaviors. The organization framework tries to suggest that systematic changes in behavioral and competency indicators are possible. In early childhood, according to this article Cognitive competence assessment was done through measures that are standardized in verbal expression and by monitoring the ability of the child to follow specific directions, focus attention and independently work on the task of laboratory at hand. Also, standardized achievement on reading and mathematics test were used. According to the research conducted, competence in early child hood explained a greater portion of competence in the same domain during his middle childhood and this somehow also influenced the level of competence at adolescent. The study, however, indicated the decline in the social competence level after middle childhood. Conversely, competence in the cognitive aspect was consistently high across all the periods of development according to the study recorded in this article.

Taking a closer look at the information from this article, when trying to determine or predict the future behavior of a child as he develops, it is important to take all the aspects in consideration. Leaving one out might bring unrealistic result. It is also clear from the information that as the processing capability of child increases with age, the social aspect may change in the negative direction and this is shown by the decline in the social competence as opposed to cognitive competence.

Early Language Milestones and Specific Language Impairment

Rudolph, J. M., & Leonard, L. B. (2016). Early language milestones and specific language impairment. Journal of Early Intervention, 38(1), 41-58.

This article mainly talks of language competence at an early stage. The delayed appearance of early language milestone may be an early sign of developmental disorder. The article says that Specific language impairment (SLI) is characterized by significant level of deficits in expressive and receptive morphology, vocabulary, and syntax in the presence of typical sensory, cognitive, and motor abilities. It affects the ability of a child as far as learning and acquisition of language is concerned. The Academy of Pediatrics in America has established guidelines that one can use to monitor expression behavior in language. The studies to determine specific language impairment has been limited by some factors like the existence of late talker. Children that at the age of two can only produce few verbally clear words yet they will speak well finally at a later age. To help distinguish between the two language milestones. A child who has not produced words at fifteen months is classified as “late word producer” and that one who cannot combine word at twenty-four months is termed a “late word combiner.” According to research, it is normal to think that a child with language impairment is going to show signs and symptoms of language learning at an early age. When assessing a child with long-term impairment, it is good to consider the child’s learning context of the as research suggests that a good proportion of children with specific language impairment may at times not be late talkers. The delayed appearance of first words or first combination of words according to research has been attributed to development disorders such as intellectual disability and autism, but the relationship between the delays in early language and specific language disorder has not come out clearly for the researchers themselves. Some studies have indicated that less than 20% of the late talkers persist with the problem in their later development stages. According to this article, some undocumented research showed that a child that exhibited “both late word producer” and “late word combiner” described early in this article had specific language impairment. It is, therefore, important that children observed to be exhibiting traits of specific language impairment be enrolled early intervention services so as to enhance the acquisition of language skills proportionate to their age. They have a significantly increased likelihood of being language impaired, more so if there are delays in their first words...

The article concentrates mainly on the language milestone of a child. It has critically and to a large extent analyst the main symptoms of a child that may have a language problem. Based on the argument in the article, language behavior of a child at a young age may interfere with his ability to speak at an older age which to some extent is a fact. The article is not very clear on the specifics of how to determine with 100% certainty that a child will suffer from specific language impairment but give what may be used. It is, therefore, clear from the article that a child at lower childhood may have the early language problems, but they may disappear in the middle childhood or even adolescent.

Conclusion

Based on the two articles summarize, It is importance for every parent and guardian to keenly and closely monitor his or her children during every stage of their development to determine if there is any unexpected behavior in them. The indicators are given in the two articles, and some of them include language milestones and level of cognitive and social competence. With monitoring of a child from birth is to psychologically prepare for the type of a child you are bringing up as a parent or a guardian.

References

Obradović, J., van Dulmen, M. H., Yates, T. M., Carlson, E. A., & Egeland, B. (2006). Developmental assessment of competence from early childhood to middle adolescence. Journal of Adolescence, 29(6), 857-889.

Rudolph, J. M., & Leonard, L. B. (2016). Early language milestones and specific language impairment. Journal of Early Intervention, 38(1), 41-58.