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Method used: written and taped record Age range: 1 - - 3:11 Aim: to observe the Language development of a 3:7 month old to see whether they meet the developmental 'norms'

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Name: Jessica Gordine Observation number: 3 Title: Language development Method used: written and taped record Age range: 1 - - 3:11 Aim: to observe the Language development of a 3:7 month old to see whether they meet the developmental 'norms' Date: 21 November 2002 Start time: 10:00 Finish time: 10:30 Definition of setting: Nursery Context: at a table with '0' in a carpeted classroom Number of children present: 18 Number and role of adults preseni 2 managers 2 child care worker 2 students Name and description of child/ren: male named 'G Age of child/ren: 3years and 7 months Relevant background information: - N/A Equipment used: pen paper tape recorder Permission sought from: H Brook Signature of supervisor/tutor: Tutor comment: Grade: Observation 3 is standing at a table with bootlaces and beads of different shapes. An adult is ;itting next to him asking him questions about what he is doing. 1 am recording whal Dc says on a tape recorder which is positioned next to him on the table. (G is searching through a box) (3: more stars Adult: more stars? Let's find some. Is that a star? 0: yes - find a different one Adult: Do you want a different string? 0:Noldon't Adult: What colour is that star? ...read more.


G was able to listen to the adult and answer the questions which were asked although sometimes he didn't understand the questions, for instance when the adult asked about colours, G's answer was given as 'sun,' Lindon (1993) says 'children get confused if given complicated instructions' even though the question is not difficult for an adult it might be for a child. This might have been the case with G as the answer was different to the question or it could have been that he did not no the colour so he compared it something he had seen of that colour e.g. a sun. Beaver et al (2001) say that 'a child of 3 and 6 months is able to use complete sentences.' G showed he could do this, however his sentences were simple and not complex. G tended to use one word answers a lot of the time and as G spoke his word order was incorrect for example when he said ~we t~nd some more suns what's there,' as stated in Beaver et al (2001) 'Word order is sometimes incorrect.' ~_-~ G also demonstrated that he uses 'silly talk' such as 'Yep' and 'Yer' instead of yes.' Bruce et al (2000) states that 'Children love to use silly talk,' Although G can say yes as shown in my observation, he chose not to. ...read more.


I also learn that children love telling adults what to do. I learnt that there are different types of questions, open ended and closed questions. The open ended questions need more than a one word answer and children would benefit from being asked these as they help with a child's language and pronunciation development. -~ Recommendation I would recommend that when an adult is talking to G the adult should try and use open ended questions as El would probably benefit from this, as he would be able to build on his language skills and talk to the adult more, the adult asked closed questions such as 'Do you like dolphins?' or 'What colour is that?' These questions only need a short answer but if G was given open ended questions like 'What are you doing?' or 'Why do you like dolphins' he would be encouraged to answer with more than one word, which would help him to extend his language skills and pronunciations of words. I would help him by getting some picture cards and holding them up then get him to say what is on the card (e.g. an aeroplane) I would also ask him questions about the picture on the card. It would help improve his language skills. Also if G had his word order wrong, the person who was with him should correct him so he would know how words are said properly. ...read more.

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