Can you do assignment due 10/10/15 at 12 noon eastern time 2pages

Requirements : APA format ,12 font double space , cover page ,cite ,references: Please read and follow directions to the fullest. Use resources and references to complete assignment

Reflection

Reflect on the knowledge and concepts you have learned in this course. With these thoughts in mind, complete the following:

• Describe three or more ways that your knowledge about language acquisition and development has increased.
• Summarize three or more insights you have gained about young children in relation to language acquisition and development.
• Identify any misconceptions or assumptions you held about language development that were dispelled in this course, and explain how and why each was dispelled.
• Reflect on the four observations and interviews you conducted during the course. In what ways, did these firsthand experiences demonstrate for you the uniqueness of the process of language development? Use specific examples from the observations and interviews to support your response.

Assignment length: 1–2 pages

• Part 1 (Week 2): Observing an Infant or Toddler Interacting with an Important Adult
  You will observe a young child in one of the three stages of language development: prelinguistic (using sounds and gestures), phonological (transitioning from sounds to speech), or semantic (learning the meanings of words). Then, you will interview the parent or caregiver about the child's language development. The goal of this assignment is to observe the child's means of communication and apply what you have learned about how important adults can foster language development in very young children.
  
  
• Part 2 (Week 3): Observing a Preschooler's Communicative Competence
  You will observe a young child 3–5years old using language. The goal of this assignment is to look for evidence of the child's communicative competence using specific measures, and consider how important adults can foster one or more aspects of the child's communicative competence.
  
  
• Part 3 (Week 4): Interview on Second Language Learning
  You will interview an older student or adult who is bilingual about the experience of learning English as a second language; or you will interview a teacher of young English language learners (ELL) or a foreign language teacher about children's experiences in learning a second language. The goal is to increase your understanding of the experience of learning and using English and another language.
  
  
• Part 4 (Week 5): Interview on Developmental Leaps and Lags in Language Learning
  You will interview an early childhood teacher or a speech pathologist on the topic of language development to find out more about children whose language is delayed or who have atypical language development; or you will interview the parent of a child with a language delay or atypical language development. The goal is to expand your understanding of developmental differences in language development, or atypical language development caused by a specific condition or communication disorder, and the impact on children and families.

Important Information on observations: this information will help answer question 4 correctly; Question 4 on refection

question .

Week  4  I observed a child whom was bilinqual (Spanish ) English was his second language and how they learn ed and comprehends enlish as their second language .

Week 5 I choos e a child whom was 7 years of age whom had a speech disorder ( Stuttering)

Required Resources

• Course Text: The Development of Language
• • Review Chapter 5, "Putting Words Together," for key content about how children's speech develops into complex sentences.
  • Chapter 8, "Variations in Language Development; Implications for Research and Theory"
  • Chapter 9, "Atypical Language Development"
    
    
• Online Reading: Week 5 Reading (PDF)
  Used by permission.
  
  
• Web Sites on Specific Conditions That Impact Speech and Language
  Note: For this week's Discussion, become familiar with at least two types of the following conditions that impact speech and language.
  
  
• Apraxia: Childhood Apraxia of Speech Association of North America (CASANA)
  http://www.apraxia-kids.org/
  Under "Family Place," click on "Enter Here" for the Guide to Childhood Apraxia of Speech 
  
  
• Cleft Palate: Cleft Palate Foundation: About Cleft Lip and Palate
  http://www.cleftline.org/parents-individuals/publications
• Down Syndrome: National Down Syndrome Society: Speech and Language Skills in Infants, Toddlers, and Young Children
  http://www.ndss.org/Resources/Therapies-Development/Speech-Language-Therapy/Speech-Language-Therapy-for-Infants-Toddlers-Young-Children
  
  
• Stuttering: The Stuttering Foundation: Information for Parents of Preschoolers
  http://www.stutteringhelp.org/if-you-think-your-child-stuttering

• Required Resources
  

  • Course Text: The Development of Language
  • • Chapter 4, "Semantic Development"
    • • Read "Assessing Vocabulary in Bilingual Children" (pp. 105–106)
      • Read "Word-Meaning Awareness: Humor, Metaphor, and Irony" (pp. 108–109)
    • Chapter 8, "Variation in Language Development: Implications for Research and Theory"
    • • Read "Linguistic Factors" (pp. 253–254)
  • Article: Fostering Second Language Development in Young Children (PDF)
    
    
  • Article: Cultural Diversity and Language Socialization in the Early Years (PDF)
    
    
  • Article: Understanding the Impact of Language Differences on Classroom Behavior (PDF)