Perspectives on an ecological approach to social communicative development in infancy.

1997 ◽  
pp. 515-546 ◽  
Author(s):  
James A. Green ◽  
Gwen E. Gustafson
Keyword(s):  
Ecological Approach ◽  
Communicative Development ◽  
Social Communicative

scholarly journals Foreign Language Teaching in a Preschool Educational Institution as a Condition of Children’s Social Communicative Development: Specific Features and Methods

2021 ◽  
Vol 13 (2) ◽  
pp. 831-836
Author(s):  
Boris Alexandrovich Artemenko ◽  
Elena Borisovna Bystray ◽  
Elena Vladimirovna Chelpanova ◽  
Irina Yurevna Ivanova ◽  
Irina Viktorovna Kolosova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Educational Institution ◽  
Emotional Impact ◽  
Communicative Development ◽  
Push Forward ◽  
Social Communicative ◽  
Informative Content ◽  
Research Show ◽  
Positive Motivation

The article dwells upon specific features and peculiar methods of teaching a foreign language to preschoolers which will contribute to their social communicative development. The authors emphasize a stage character of this process distinguishing the initial phonetic stage, the second lexical stage and the final evaluative and reflective stage. The enhancement of phonetic, lexical and speech skills stipulates such forms of classwork arrangements as individual, paired and choral, each with its advantages and functions. For this age group, an analytico-imitative method has been recognized as the most effective one: cognitive imitation and reproduction are the basic forms of learning. In this respect, the content of the material intended for cognitive imitation has to be valuable, informative and thought-provoking. Special genres have to be found and applied to motivate children to learn and take part in activities: songs, counting rhymes, poems, fairy-tales and games. Children should be constantly involved into the emotionally appealing canvas of the lesson. The results of the research show that emotional impact, exciting forms of presentation and the informative content of the material increase preschoolers’ self-consciousness about their progress, create positive motivation and push forward their cognitive, communicative and social development.

Autism and the pervasive developmental disorders

2012 ◽  
pp. 1633-1643
Author(s):  
Fred R. Volkmar ◽  
Ami Klin
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Treatment And Prevention ◽  
Communicative Development ◽  
Icd 10 ◽  
Stereotyped Movement ◽  
Dsm Iv ◽  
Social Communicative ◽  
Rett’S Syndrome ◽  
Atypical Autism

The pervasive developmental disorders (PDDs) are characterized by patterns of deviance and delay in social-communicative development in the first years of life, which are associated with restricted patterns of interest or behaviour. The prototypic PDD is childhood autism; other conditions included in the PDD class in ICD-10 include Rett's syndrome, childhood disintegrative disorder, Asperger's syndrome, and atypical autism. Except for one additional category in ICD-10 (hyperkinetic stereotyped movement disorder), the disorders included in ICD-10 and DSM-IV are essentially identical. In this chapter each of these conditions will be reviewed in terms of their clinical features, definition, epidemiology, course, and aetiology; final sections of the chapter address aspects of treatment and prevention for the group of disorders as a whole (Box 9.2.3.1).

scholarly journals Default mode-visual network hypoconnectivity in an autism subtype with pronounced social visual engagement difficulties

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Michael V Lombardo ◽  
Lisa Eyler ◽  
Adrienne Moore ◽  
Michael Datko ◽  
Cynthia Carter Barnes ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Temporal Cortex ◽  
Resting State Fmri ◽  
Brain Organization ◽  
Default Mode ◽  
Communicative Development ◽  
Comparison Groups ◽  
Functional Brain Organization ◽  
Social Communicative ◽  
Visual Engagement

Social visual engagement difficulties are hallmark early signs of autism (ASD) and are easily quantified using eye tracking methods. However, it is unclear how these difficulties are linked to atypical early functional brain organization in ASD. With resting state fMRI data in a large sample of ASD toddlers and other non-ASD comparison groups, we find ASD-related functional hypoconnnectivity between ‘social brain’ circuitry such as the default mode network (DMN) and visual and attention networks. An eye tracking-identified ASD subtype with pronounced early social visual engagement difficulties (GeoPref ASD) is characterized by marked DMN-occipito-temporal cortex (OTC) hypoconnectivity. Increased DMN-OTC hypoconnectivity is also related to increased severity of social-communication difficulties, but only in GeoPref ASD. Early and pronounced social-visual circuit hypoconnectivity is a key underlying neurobiological feature describing GeoPref ASD and may be critical for future social-communicative development and represent new treatment targets for early intervention in these individuals.

Expressivity in children with autism and Williams syndrome

2020 ◽  
Vol 6 (4) ◽  
pp. 277-288
Author(s):  
Philip To Lai
Keyword(s):  
Facial Expressions ◽  
Social Communication ◽  
Eye Gaze ◽  
School Age Children ◽  
School Age ◽  
Content Type ◽  
Communicative Development ◽  
The Social ◽  
Verbal Behaviors ◽  
Social Communicative

Purpose The purpose of this study is to investigate the social and affective aspects of communication in school-age children with HFA and school-age children with WS using a micro-analytic approach. Social communication is important for success at home, school, work and in the community. Lacking the ability to effectively process and convey information can lead to deficits in social communication. Individuals with high functioning autism (HFA) and individuals with Williams syndrome (WS) often have significant impairments in social communication that impact their relationships with others. Currently, little is known about how school-age children use and integrate verbal and non-verbal behaviors in the context of a social interaction. Design/methodology/approach A micro-analytic coding scheme was devised to reveal which channels children use to convey information. Language, eye gaze behaviors and facial expressions of the child were coded during this dyadic social interaction. These behaviors were coded throughout the entire interview, as well as when the child was the speaker and when the child was the listener. Findings Language results continue to pose problems for the HFA and WS groups compared to their typically developing (TD) peers. For non-verbal communicative behaviors, a qualitative difference in the use of eye gaze was found between the HFA and WS groups. For facial expression, the WS and TD groups produced more facial expressions than the HFA group. Research limitations/implications No differences were observed in the HFA group when playing different roles in a conversation, suggesting they are not as sensitive to the social rules of a conversation as their peers. Insights from this study add knowledge toward understanding social-communicative development in school-age children. Originality/value In this study, two non-verbal behaviors will be assessed in multiple contexts: the entire biographical interview, when the child is the speaker and when the child is the listener. These social and expressive measures give an indication of how expressive school-age children are and provide information on their attention, affective state and communication skills when conversing with an adult. Insights from this study will add knowledge toward understanding social-communicative development in school-age children.

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