Study programme 2020-2021Français
Language Development in children
Programme component of Bachelor's in Psychology and Education: General (Charleroi (Hor. décalé)) à la Faculty of Psychology and Education

Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what special Covid-19 assessment methods are possibly planned for the end of Q3

CodeTypeHead of UE Department’s
contact details
UP-B3-BAGENE-015-COptional UEPICCALUGA MyriamP362 - Métrologie et Sciences du langage
  • PICCALUGA Myriam

of instruction
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français151500044.001st term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SMSL-021Language Development in Children1515000Q1100.00%
Programme component

Objectives of Programme's Learning Outcomes

  • Understand the theoretical and methodological fundamentals in psychology and educational sciences to analyse a situation involving these disciplines
    • Identify and explain the concepts, principles and models of fundamental theoretical trends in psychology and educational sciences and their applications
    • Identify and describe the biological and socio-cultural foundations of human behaviour
    • Describe the principles of methodological approaches (objectives, methods, techniques and tools) to understand and explain the functioning of individuals, groups and organisations
  • Understand the fundamentals of intervention
    • Describe and illustrate the different types of intervention in psychology and educational sciences (or education systems)
    • Explain the concepts and relationships of theoretical models of intervention adopt a critical stance regarding these models.
  • Provide clear, accurate, and reasoned information
    • Write bibliographic references and results of statistical analysis in a standardised way (according to APA standards)
    • Provide information (both orally and in writing) regarding the fields of psychology and educational sciences in an intelligible manner, with a good command of the language communication techniques.
  • Collaborate, work in a team
    • Demonstrate active listening and empathy in the context of an interpersonal situation
  • Act ethically and professionally
    • Name, and be familiar with, legal frameworks and ethical principles that govern research and practice in psychology and educational sciences, and implement them in studies in a reflexive manner (exams, work, etc.)
  • Grow personally and professionally
    • Develop their scientific curiosity and open-mindedness
    • Demonstrate self-awareness and assess themself, as well as analyse and adapt their attitudes to avoid certain biases both in research and in professional practices
  • Understand the fundamentals related to the scientific approach in psychology or educational sciences
    • Conduct relevant research from scientific literature, from both Francophone and Anglophone references, and select appropriate elements with respect to a particular research topic.
    • Give a critique and argue a point of view as part of a scientific approach

Learning Outcomes of UE

At the end of this course, students will be able to describe the acquisisition of language (lexical aspects, grammar, phonetics, ..), and characterize the roles of the different variables which can play a part in the language performance. They  will acquire knowledge and experience with  different approaches of  assessment with young children. (tests, Parent Report Measure, ..) They will be able to carry out a study, collect and analyse language data

Content of UE

Neurobiological and genetic basis of language;  environment 's role . Approaches : generativist vs Social interactionist theory. Interaction between language and cognition. Variability. Phonological, morphosyntactic, lexical, pragmatic and metalinguistic aspects of the language development ; CDI and language testing. Language impairments (SLI, language disorder, language delay). Prevention, screening and early detection

Prior Experience

Not applicable

Type of Assessment for UE in Q1

  • Presentation and/or works
  • Written examination

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q3

  • Presentation and/or works
  • Written examination

Q3 UE Assessment Comments

Not applicable

Type of Resit Assessment for UE in Q1 (BAB1)

  • N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
  • Cours magistraux
  • Travaux pratiques

Mode of delivery

AAMode of delivery
  • Mixed

Required Reading


Required Learning Resources/Tools

AARequired Learning Resources/Tools

Recommended Reading


Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SMSL-021not applicable

Other Recommended Reading

AAOther Recommended Reading
P-SMSL-021Bernicot J. et  Bert-Erboul A., L'acquisition du langage par l'enfant,In Press, Paris , 2009  / Kail, M. Fayol, M.,L'acquisition du langage, Le langage en émergence de la naissance à trois ans, PUF, Paris, 2000. de Boysson-Bardies, B., Comment la parole vient aux enfants : de la naissance jusqu'à deux ans,  Odile Jacob, Paris , 2005.  Karmiloff, K.,   Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003
Kail, M. Fayol, M., L'acquisition du langage, Le langage en développement. Au-delà de trois ans, PUF, Paris, 2000.Chevrie-Muller, C., Narbona, J., Le langage de l'enfant: aspects normaux et pathologiques, Masson, 2007

Grade Deferrals of AAs from one year to the next

AAGrade Deferrals of AAs from one year to the next
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de génération : 09/07/2021
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