At the beginning of the Foundation Stage a child can normally use familiar words often in isolation to identify what they do and do not want and use vocabulary focused on objects and people who are of particular importance to them. At the end of the Foundation Stage a child can normally stand their vocabulary, exploring the meanings and sounds of new words. This is linked to the area of learning communication, language and literacy and the early learning goal for language for communication.
Observation method
The method that I used for this observation was the verbatim method. I was non-participant for the duration of the observation apart from when AB asked me a couple of questions, which I answered (I recorded this). Other than this there were no other problems or disturbances. The observation lasted for ten minutes as I had planned and it was carried out in AB’s home also as I had planned. I was observing her during a non-structured conversation. All people that were present are as followed:
- Mum
- Uncle 1 (19)
- Uncle 2 (23)
- Cousin (I year 8 months)
- Friend- V
Also any other names that are mentioned I have also initialled.
Observation
AB: “Why are you making lots of them for?”
Uncle 2: “What?”
AB: “Why are you making lots of them for?”
AB: “Where did you get that paper from, Rachel?”
RP: “From my folder”
AB: “You can’t do it by yourself, I don’t care though because my friends coming round” “Normally if it’s a school night we get her…”
Uncle 1 interrupts: “Is that your best friend?”
AB: “yeh and we go round her house for a while” “I never play with AF because he always wants to play old games, but I do play with him sometimes.”
Uncle 2: “Is he your boyfriend?”
AB: “NO, I play with him sometimes. He’s the only boy I sometimes play with
Uncle 2: “Ashley pashley pudding and pie kissed the boys and
AB interrupts: “That’s wrong boys kissed the girls!”
Uncle 2: “no you kiss the boys that why your teeth fell out”
AB: “no that’s because I’ve eated to many sweets”
Uncle 2: “no you kiss all the boys”
AB: “Talk to the hand cause the face ain’t here today”
Uncle 1 and 2: “laugh”
AB: “Talk to the hand I’ll tell the face when it’s back off holiday” “I know you’ve got a girlfriend!”
Uncle 2: “no I haven’t because I was naughty!”
AB: “Well I know that Rachel has a boyfriend, everyone in the world knows they go out!”
Uncle 2: “Even the President of the United States?”
AB: “Yes”
Uncle 1: “and the Queen?”
AB: “yep”
Uncle 1: “and Prince William?”
AB: “Yeh”
Mum: “Choose two biscuits out of the tin” …….. “Have you got them?”
AB: “I’ve got one, I need another one” “What’s your favourite, Rachel?”
RP: “The one in the blue rapper”
AB: “How do you know what’s in them?”
RP: “It says on there”
AB: “What’s that one?”
RP: “Purple foil”
AB: “and that one?”
RP: “Turquoise foil”
AB: “I love the purple one its lovely”
AB: “Chrisy the pissy, had a rubber bum,
He licked it he picked it and then he told his mum,
His mum called the doctor the doctor couldn’t come,
So Chrisy the pissy had a rubber bum.
Mum: “AB, V is here”
V: “Shall we go upstairs?”
AB: “Yeh I’ve just got to get something”
Conclusions
The aim of this observation was to assess AB’s stage of linguistic development in relation to developmental norms and the Stepping Stones. AB was five years five months at the time of the observation. She was observed during a structured period of time and the method I used was the verbatim method.
AB could use language to recount who she does and doesn’t play with and for what reason. “I play with him sometimes he’s the only boy I sometimes play with” and “I never play with AF because he always wants to play old games” AB also asked a lot of questions and talked about her friends quite frequently showing good social communication skills with children and adults.
Tassoni and Beith (2002 p210) state that between four and eight years old a child normally starts to enjoy using language as a mean of recounting what they have done and start to enjoy using language as a mean of socialising with others.
AB therefore shows a good competency of this skill as she can recount well about things that have happened and do happen. She also shows the ability of conversing with children and adults she knows easily. AB I believe is therefore at the expected stage of development for her age.
During my observation AB sang a rhyme, although it was not a traditional nursery rhyme it was partly a joke. She sang confidently and remembered the words, she sang very well and also seemed to enjoy what she was saying.
Tassoni and Beith (2002) p210) state that between the ages of three and four years old a child should know and understand nursery rhymes. They also state that between the ages of four and eight a child normally enjoys telling and hearing jokes.
AB showed a good competency of these skills, so therefore it appears that she is at the expected stage of linguistic development for her age.
During my observation AB was focusing on certain people about certain points in their life for example she could recall relationships in her uncles’ lives. She was also exploring new words.
The curriculum guide to the Foundation Stage-area of learning communication, language and literacy and the early learning goal for language for communication. At the beginning of the Foundation Stage a child can normally use vocabulary focused on objects and people who are of particular importance to them. At the end of the Foundation Stage a child can normally explore the meanings and sounds of new words.
AB demonstrated competency of this skill I could suggest therefore she is at the expected stage of linguistic development for her age.
B F Skinner (1904-1990) suggests that children learn language by reinforcement. For example a baby says “dada” their parent smiles and praises them, the baby is pleased with the attention and repeats it; the baby’s performance has been reinforced. AB has always been around adults a lot so it would be possible that she would have gained a lot of praise when she done something right or well.
AB was only five years five months at the time of the observation yet she demonstrated many skills of a child of six years would show. This suggests that AB’s stage of development is more progressed for her age. AB could speak with a high level of confidence around people that are familiar to her, possible reasons for this could be due to spending time with children older than her and adults I believe this could have helped her to become this confident and also she has older siblings which could have contributed to this.
Recommendations
To further promote AB’s vocabulary range I would recommend that her parents and/or teacher ask her a range of questions that have more than one answer, questions that are open.
Setting a good example is a good way of promoting a range of things in this circumstance listening would be beneficial. If a child sees an adult listening and enjoying the conversation they are having this would be acting as a good role model for them. Also planning activities that have instructions or musical activities would encourage them to listen.
If a child repeats a word that they have heard but don’t fully understand the meaning simply someone could sit with them, explain the word to them and give them examples of how and where they could use it. Similarly if it is for a word that is not nice (e.g. a swear word) explain that is not a nice word and we shouldn’t say because it may hurt somebody’s feelings.
Using role-play games is a fun way for children to promote their own language. They could use a puppet, a baby doll or a doll that resembles an adult and mimic the language they think they would use. Acting would also help in the same way the children could all have lines to say which could have new harder words involved in them which would they would have to remember therefore promoting their vocabulary range.
New nursery rhymes could be introduced for her to learn. It would help her to remember new words and would help gain knowledge of new words and how and where to use them.
I recommend that further observations should be carried out and compared to the results of this observation once these recommendations have been carried out to see how they have promoted her linguistic skills. I suggest that the observation is carried out in the same place and again with the verbatim method so it is easier to compare the two findings.
Although I believe that these recommendations are carried out it would be unfair to her and any other children if she where singled out for certain activities. The above recommendations would normally promote all children’s linguistic skills so therefore I believe that all children should have equal chance to participate.
Evaluation
I think that my aim of assessing AB’s linguistic development in relation to developmental norms and the Stepping Stones was well met. I set out to deter what stage of development she was at and compare it to her age, which I have done.
I think that my method was good at helping me reach my aim although were a few of the criteria I was looking for didn’t arise in the situation I believe this was partly because the observation was only over a short period of time. If I was to use this method again to record language I may seek help in the form of a cassette recorder because it was difficult to note everything that was said.
Generally my observation went as planned although AB did talk to me and ask questions, which I also noted. I wasn’t expecting this but overall I did not influence her in any way therefore not affecting the observation.
An alternate method I could have used would be a checklist method. Where I would have chosen certain criteria and watched her over a longer period of time and marked whether she had completed it or not. This would have also left me room to further note down points about what she was saying.
I have improved my knowledge and understanding of using the verbatim method and how I can improve it to benefit myself. I have also learnt more about linguistic development and the stages that it involves. I have learnt that although language development seems to just be about speaking there are a lot more areas such as reading, writing and drawing. I also have learnt more about how activities can promote children’s linguistic skills. I have a better understanding of how all of the areas of learning are closely linked together; I can also see where B F Skinner’s theory associates with this.
References
QCA Guarding standards. Curriculum Guidance for the Foundation Stage (2000) REF: QCA/00/587
Tassoni, P. Beith, K. Eldridge, H. Gough, A. Diploma Childcare and Education (2002) Heinemann Childcare.
Bibliography
Oates, J. The Foundations of Child Development (1995) Oxford, Blackwell.
Lee, V. and Das Gupta, P. 1995 Children’s Cognitive and Language Development, Oxford, Blackwell.
Nolan, Y. (2002) BTEC National- Early Years. Heinemann, Oxford
CACHE Diploma Child Care and Education
