This module will allow students to reflect upon the main theoretical views of cognitive development and how these relate to our understanding of children's learning and communication. The module will encourage students to reflect upon the relevance of theorists such as Piaget and Vygotsky to the care and education of young children, and to critically appraise in the light of new understanding and research whether learning is a passive or active process.

This module will examine the theories of Chomsky and Slobin to the development of language within a social context.

Students will examine some of the possible reasons for delayed development in language and communication skills and review a holistic approach to language development. The module will encourage students to consider a child's interaction with language at or before birth and the physical and emotional support needed to promote language. Students will consider the skills need to read including emergent reading, such as word consciousness and comprehension. Students will consider the implications of these to their professional practice.

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place.

Summative Assessment

1. Essay
(Weighting 100%) (LO, 1,2, 3,4,5) (2,500 words)

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation. Directed reading will be employed and student feedback will be encouraged.

Bee, H. & Boyd, D., (2004), The Developing Child. Pearson, Allyn & Bacon.
Flanagan, C., (1996), Applying Psychology to Child Development, London, Hodder and Stoughton.
Siegler, R.S. and Wagner Alibali, M., (2005),m Children's Thinking (4th ed), USA, Pearson\Prentice Hall
Smith, P.K., Cowie, H. and Blades,M.,(2003), Understanding Children's Development, (4th ed) Oxford, Blackwell Publishing

Multi media classroom resources, learning resource centre, internet and access to tutor