Bloom's model of normal language development is reviewed in relation to clinical practice and is then expanded to account for disordered development. Four primary and four secondary assessment areas are then considered: language, cognition, motor, and affective development and nonverbal symbolic skills, attentional skills, social development, and physical-medical integrity. Finally, a way of integrating this evaluative information into the model of normal development is discussed and a sample curriculum is outlined.
Get full access to this article
View all access options for this article.
References
1.
BloomL. Language development: form and function in emerging grammars. Cambridge: MIT Press, 1970.
2.
PiagetJ. The origins of intelligence in children. New York: Norton Press, 1962.
3.
PiagetJ. The psychology of intelligence. Totowa NJ: Littlefield, Adams, 1960.
4.
PiagetJ. Piaget's theory. In: MussenPH, ed. Carmichael's manual of child psychology. 3rd ed.New York: John Wiley and Sons, 1970.
5.
CromerRF. The development of language and cognition: The cognition hypothesis. In: FossB, ed. New perspectives in child development. Hammondsworths: Penguin Books Ltd, 1974.
6.
BloomL. An integrative perspective on language development. In: Papers and reports on child language developement. Department of Linguistics. Stanford University, No. 12, Dec, 1976.
