• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

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'

Extracts from this document...


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.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. Marked by a teacher

    The age group I have selected to describe the social emotional and cognitive development ...

    3 star(s)

    From birth babies give small social cues such as simply smiling and cooing, by 3 months babies give signs that they enjoys being handled and cuddled, at 6 months babies give more signs by laughing while being played with. At 8-9 months infants start to show signs of fear towards

  2. This curriculum plan is to be based on children aged between nought to two ...

    she is present, not tired and has had enough drink and food. Egg heads- this consists of showing the children an egg, explaining to them about the shell, its delicate, thin etc, cracking the egg to show the children a raw (not been cooked)

  1. Cognitive and language skills

    By the time he was 3 months old he would cry because he was hungry, but he would stop crying as soon as he saw me leave the room. He had learnt that by crying a certain way, he could make me leave the room and return with a bottle.

  2. "Estimation improves with age".

    We calculate it so we are looking at the majority of the population, this is much more accurate reflection of estimation ability. This is because this method helps to exclude any outrageous results. The IQR is much more accurate than the previous method as it allows us to focus on

  1. This will involve looking into the organisational structure and culture of the Oceans 11 ...

    Danny reiterates the substantial chance the team has to succeed in this task as he makes them feel as if they are missing out on a one off opportunity and therefore stimulates and inspires individuals to perform using their distinctive talent in each task required to pull off the robbery.

  2. This assessment is to devise a medium term plan and to plan a range ...

    and some chunky marker pens. The practitioner asks the children what they know about the subject (in this case China). All of the children's relevant suggestions will be written down leaving space to elaborate at the end of the subject. The practitioner's job is to encourage the children and to write down what they say.

  1. I plan to observe Ben during story time. I will try to observe his ...

    Ben and James finish tidying up last and join the class by sitting near the rear of the group. The sit next to each other, they sit so that there is a gap between them and the rest of the class.

  2. To observe Lydia during a creative "choosing" session. I will try to observe her ...

    Lydia heads straight for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls start collecting sheets of paper. Lydia, Hannah, Erica and Shannell ask me what they can paint as I sit down at the end of the table.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work