On 13th of March, I went to kindergarten to complete my child observation task. Ms. Janelle is the person in charge of the kindergarten and she introduces Nic to me. Nic is a 5 years old kid and this year is his 2nd year in the kindergarten. As I went there after their classes, I were told to help Nic with his homework and on the same time complete my task. Nic is a very active child and able to speak fluently in English and Mandarin. He told me that he came from an English speaking family but his grandparents tend to use Mandarin to communicate with him so he is able to learn two languages. Along the communication with Nic, I realized that he is able to handle language very well. I set my task on language development. There are few theories …show more content…
He is able to complete the tasks and able to form complete sentences and form sentences that contain 4-5 words. From my observation, I realized that he has very strong ability on forming sentences as he is able to form sentences up to 35 words, much more than an usual 5 years old child. The capability to form sentences relates to Morpho-syntatic development. Children begin to put two, then three and more words together into short sentences at approximately 24 months of age. Children’s first sentences are combinations of content words and often missing grammatical function words and word endings. As they grow older and gradually master the grammar of their language, they become able to produce increasingly long and grammatically complete utterances. The development of complex sentences largely complete by age 4. A research done by Indra Sinka & Christina Schelletter (1998) shown that bilingual children develop faster in morphosyntactic development. Hence, it is not surprise that Nic performs better than the same-age children in this …show more content…
In order to test his knowledge on position, I hide a pencil in a specific place and he needs to tell me where the pencil is. As he can tell the position of the pencil correctly by using the word “in front” “corner” and “middle”, he has grasped this concept. Moreover, he is able to differentiate the size and able to use the concept of time correctly. According to developmental psychologists, five-years old that can understand concepts such as “above” “below” “more” and “less” and grasp concepts of time has a normal development in this area. (Katerine Lee, 2015). Nonetheless, Nic is able to complete all the tasks in this section mainly because of he need to use it often. Kathy Hirsh-Pasek, Robert Golinkoff and Justin Harris (Harris, Golinkoff, & Hirsh Pasek, 2011) emphasize the key principles in young children’s language development. Based of the principle, children learn the words and concepts they hear and use most often. This principle explains the reason why Nic is able to complete all the tasks given to him easily. Moreover, throughout the interaction with Nic, I realized that he is able to learn a new concept easily if I taught him the concept through stories. This situation matched exactly to a recent research study of children language development shows kindergarteners can learn complex concepts and handle more intellectual challenges than schools currently throw at them. George Brown Elementary in San Bernadino exposes
1. 10 points: Based on your results from Tables 1 & 2, briefly describe the activity patterns you observed? Were there any contributing factors? Were boys more active than girls? (You do not need to go over the entire sample, just provide highlights and go into detail on one or two areas that were most interesting).
To acquire this milestone, a child would need to have mastered the ability to use contextualized language and have knowledge of syntax and vocabulary. Contextualized language is the discussion of things that are presently in front of them. For example, Harry shows his dad the baby passing in the stroller while they were walking in the park. Further, a child needs to have an understanding of sentence structures as well as knowledge of words to use language efficiently. A child essentially needs to be able to explain an event in a way that the listener has an understanding of what he or she is talking about since there is nothing around to provide hints.
Communication and language development would not however be an automatic feature as part of a childâ€TMs development and is almost entirely dependent on the process of learning. In the early years the child would learn from parents and older siblings, using simple words and hand gestures. As the child matures they would gain more of an understanding of language through teachers and more commonly, socially through friends. They would gain more skills in learning how to communicate and understand
Speech, language and communication can be supported through play and activities in a number of different ways, children/young people need the opportunity to express themselves using language. It is important to help them develop language skills and to help them use language effectively. It is essential to listen to what is being said and respond appropriately. It is important to be aware of any additional needs, and if English is a second language.
There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet.
The school that I attendent to was the child development center. I was looking around the environment where child development is place at really quiet neighborhood. The neighborhood has a lot of tree and not really intersection road. I came in 10/19/17 it was in the morning around 10 am but they had a earthquake drill.
He is expected to come in, unzip his backpack, and deposit his folder and backpack in the appropriate places. He gets his own chair for circle time, is encourages to participate as other students are, and is motivated to help clean up. He does specific activates that target fine motor skills, like cutting and coloring, and others that target self-care and gross motor skills, like taking care of lunch trash and cleaning up toys. The teachers encourage the use of words, and at times will withhold or pass him if he refuses to use words that he knows. Lastly, student models are paired with him to model academics and behavior for Noah and to assist him in some activities that he cannot complete on his
Early Childhood bilingualism Having exposed what entails to acquire languages, it is essential to bring up that the focus of this conceptual framework is not to just to determine and analyze what entails an early successive (sequential) bilingualism process, but also how this process contributes to better skills ' development. Following early childhood bilingual continuum, children who get to acquire an additional language are more competent that those who don’t have the chance. To begin with, McLaughlin (1984) claims that from two to six year of age children develop their language competences through a natural acquisition process, and by the time they reach formal schooling they have already mastered them in an exceptional way. Also, points out that children play an active role on their language skills development. They get more curious to learn about the social aspects of the language, and learn to control their own actions and thoughts.
Introduction – Background information This paper is about child observation. I observed a child, Daniel (coded name). He is four years and two months old. Daniel is 103 cm and 18 kg.
The reason for this is that ‘wrong’ is like pain, alerting the individual to the need for intervention or correction. Like pain, being ‘wrong’ indicates a necessity for an appropriate ‘cure’. Learning is the continuum of two poles, which Piaget (18) and other child experts have pointed out, is often related to a transition from concrete to abstract thinking and proceeds through trial - and - error method, rather than through a child instantly knowing what is ‘right’. The child, who developmentally, has not learned how to look at a problem from various viewpoints, is unlikely to have ready useful referents internalised in his mental schema to make him ready for instant ‘right’ comprehension; a comprehension based very often on teacher expectations,
The classroom that I will be observing is a Preschool classroom at KinderCare Learning Center in Bartlett, Illinois. The teacher I will be observing over the next period of time is Laura Sturgulewski. She has worked at KinderCare for 8 years, mostly in the 2 year-old room until fall of 2013, when she took the lead teaching position of the Preschool classroom. Her classroom mainly has 3 year-olds, but on occasion has a mix of 4 year-olds and transitioning 2 year-olds. The number of students in her class depends on the day, because they are a child care center some students have a part time schedule, unlike an elementary school where children attend every day.
By four years children are communicating in four to five-word sentences and can be understood by anyone.” (Communication Difficulties -
OVERVIEW The elementary school that I observed at, Orchard View Elementary, was located in Delray Beach, FL. The location was very accessible and right off of the highway. The teacher I got assigned to was Ms. Diann Johnson. She teaches a class for students in 3rd-5th grade.
Throughout this course of four weeks, my perspective of child development has changed drastically in this short amount of time. This was my first class that was related to child development and there was a lot of material that was important to learn and understand. I came to this class with not much knowledge, but I am definitely leaving this class with an abundance of information that I will be able to use in my career or just in general. Discontinuous Within the process of child development, my view is based upon that is children are constantly growing through stages which is a discontinuous process.
The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over