Language Development. I have chosen to observe Kaitlin for my assignment focusing on Communication and Language. My reason for this is because I feel Kaitlins language is developing rapidly

University Degree Education and Teaching

E100, TMA04

Introduction
I work in a private nursery setting full time as an early year’s practitioner in the baby room. When relating to personal experiences in my assignment I will change all names to ensure confidentiality is maintained. I have carried out a number of observations to support my work and have received written permission from the child’s parents and authorisation from my manager. The Permission slips can be seen in Appendix 7

I have chosen to observe ‘’Kaitlin” for my assignment focusing on Communication and Language. My reason for this is because I feel Kaitlin’s language is developing rapidly and as Kaitlin’s key person I’m already familiar with her learning and development.

Part 1

I consider the four observations I have undertaken to be successful and believe it is equally important to be a non participant in an observation as it is to be involved. In my first observation which can be seen in appendix 1, as a participant I felt I could provide further learning opportunities for Kaitlin, when I asked Kaitlin “What do duck’s say?” she didn’t reply however after I sang the song and asked the question again Kaitlin replied “quack quack”. In Observation 2 (Appendix 2) Kaitlin points at her dinner and I explain to her that its soup and ask her to repeat what I have said. This is known as scaffolding, In study topic 3 it states that “scaffolding is linked to the notion of the Zone of Proximal Development and had been defined as the ‘contingent control of learning’” (Study Topic (ST) 3, Page 67) By scaffolding Kaitlin’s learning I am helping her to develop her vocabulary, communication and language skills through play and her own interests. (KU 1) (PS1)

I can see that Kaitlin is progressing really well and that her learning is moving forward as in observation 3 (Appendix 4) when I asked Kaitlin if she wanted to go and look at the other books, I know she listened to me and understood as she responded really well pointing and walking towards them. I also asked Kaitlin to choose a book she wanted to read, as Kaitlin was choosing a book she was thinking and deciding, this allows her to show personal preferences. Kaitlin now also seems to be imitating words a lot more and shows this when I’m singing as she repeats all the animal noises. According to the Early Years Foundation Stage (EYFS) practice guidance, Language for communication, Kaitlin now seems to be developing at 16-26 months stage as she is able to “use single-word and two-word utterances to convey simple and more complex messages and is able to understand simple sentences” (DfES 2008). As Kaitlin is 15months old this shows that she is communicating extremely well and her language seems to be developing rapidly. To support Kaitlin further I will continue to carry out observations and plan regular activities. (CS3)

I feel that the activities chosen were appropriate and not too difficult however still offered challenge. I realise that by establishing achievable goals will help children to develop a positive attitude. This is known as Mastery in learning. Study topic 3 states “research evidence suggests that children’s experiences in their early years are vital in that goal-orientation facilities mental health and develops a positive self-esteem” (ST3 Page 64)

Being a non participant in observation 4 (Appendix 5) is also important and benefits Kaitlin as it allows her to reflect on things she may have seen or heard, it also allows her to play and explore independently. Suzi Clipson-Boyles identifies this as “Major functions of talk” and states “allowing the exploration and development of ideas by externalising thought” (ST13, page 19). At the beginning this observation Kaitlin was pressing buttons on a phone, as it started to ring Kaitlin answered. This shows me Kaitlin is aware that when she pushes the buttons they will make a noise which demonstrates good understanding of ICT. “For most foundation stage children in the UK today, ICT forms a part of their everyday experiences. Practitioners should acknowledge that ICT offers tools that have the potential to extend and enhance existing provision.” (O’Hara, M, 2009, page 189). (CS2)

Play is a key factor in children’s development. “There is substantial evidence that through play, children demonstrate improved verbal communications, high levels of social and interaction skills” (ST3, page 69) The early years guidance (DCFS, 2008) talks about the importance of play and “the need to consider the whole child in their learning reflects the holistic nature of children’s development” (ST11, page 110) I feel this has been accomplished, although the activities carried out in my observations are focused on communication and language Kaitlin was still able to attain all other areas of development.

From undertaking observations 1,2 and 3 (Appendix 1,2 and 4) I feel that they were what I expected. This maybe because I was involved, planned the activities and guided Kaitlin. I believe Kaitlin has very good communication skills and interacted with me very well, Although Kaitlin didn’t interact with any other babies in any of the observations I feel this maybe because she likes to play alongside of others. Observation 4 (Appendix 5) didn’t go as I expected because Kaitlin only played with the toys for a short period of time then sat on a rocking chair, which wasn’t really appropriate for health and safety reasons. However Kaitlin was fully supervised at all times, seemed to have lots of fun and still benefitted as she associated the rocking chair with the nursery rhyme “Row, Row, Row Your Boat” and attempted to sing it. This also shows Kaitlin’s creativity as she was pretending and using her imagination.

Working with parents is extremely important as regular discussions are needed to ensure that all children reach their full potential. “Parents are experts on their own individual child and their family culture, and practitioners offer expertise in this stage of children’s development and learning (Draper, L, 2009, page 271). I have shown and discussed these observations with Kaitlin’s mother and she has very kindly given me some feedback which can be seen in Appendix 8. (PS3)

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Part 2

My reason for choosing communication and language is because from birth babies have a strong incentive to communicate ...

This is a preview of the whole essay

(Words used, 1020)

Part 2

My reason for choosing communication and language is because from birth babies have a strong incentive to communicate with others for example; giving good eye contact, using different facial expressions and babbling. I believe that this is a major aspect in babies lives and by giving support and encouragement I can help them to progress further. According to the Early Years Foundation Stage (EYFS) which is the statutory framework which my setting follows, “Communicating and being with others helps children to build relationships that provide opportunities, friendships, empathy and sharing emotions. The ability to communicate helps children to participate more fully in society” (DFES 2009)

My role in supporting children’s communication and language is to plan, organize and create a learning environment suitable for babies. To be able to do this it is necessary I work closely with my colleges Mary Read discusses the importance of this and states “The likelihood of excellent early childhood provision is enhanced by the team’s ability to work collaboratively, and being a member of an effective team is a source of satisfaction and support for many early years workers.” (Read, M, 2009, page 43) I believe I work effectively with my team members through communicating with each other and by giving contributions. Together we are able to plan and discuss what toys would the babies benefit from playing with that week, display any work they may have done and carry out observations. To do this we operate a key person system which allows me to support and care for a small group of children. The EYFS principle into practice cards state “A key person develops a genuine bond with children and offers a settled, close relationship. When children feel happy and secure this way they are confident to explore and try new things” (DCFS 2009, 2.4). By promoting good relationships with my key children will help to give them motivation and develop their communication and language further. (CS3)

I also work as a team within my setting to support the “I CAN” project which is a charity that helps to promote children’s communication. I’m currently in the process of putting together a portfolio of evidence of how we support children’s communication. As a setting we are hoping to achieve accreditation at the enhanced level, The I CAN website states settings aiming for this level “should be able to promote the development of speech and language skills in all children. They will also have a greater understanding of speech and language difficulties and are more able to support these children” ()

An Early Years National Strategies Document states “Even before they can talk in words, children are keen to share their ideas through sounds, gesture and body language. Talk helps children to understand what they experience. It is important that they have a chance to express their own ideas, as well as have conversations to hear other people’s ideas, extend their thinking, and use language about learning.” (Learning, Playing and Interacting, DCFS 2009) (KU5)

To develop children’s communication and language it is important that they are in a safe stimulating environment and as children learn holistically it is crucial that they have access to all areas of development within their daily routine. I feel I promote this in the baby room by working together and ensuring that these areas are available such as a book corner, creative area, heuristic play, singing time, outdoor play, eating area, rest/sleep area, and a different variety of toys including large equipment. This also meets the requirements set in the EYFS statutory framework and supports all six areas of development “Physical, Problem Solving, Reasoning and Numeracy, Knowledge and Understanding of the World, Creative, Personal, Social and Emotional and Communication, Language and Literacy” (DCFS 2009) It is also vital that children are provided with the opportunity to explore the outdoors. Shirley states “Children make sense of a place by being part of it, looking at it closely and interacting with it” (Shirley, I, 2009, Page 120)

To help me plan effectively I undertake regular observations on my key children, from these observations I can see if any extra support is needed and what they are interested in. By finding out children’s interests helps to plan as I can think of different strategies and approaches in which the children stay focused and keen to learn. From my first observation in Appendix 1, Kaitlin seemed to enjoy the singing a lot and when I had the box Kaitlin leaned forward and looked at the box intensely. This perhaps tells me that Kaitlin is interested therefore I can look at the EYFS guidance (planning and resourcing) for ideas on how I can promote Kaitlin’s learning further. From this observation my planning can be seen in Appendix 3, I believed Kaitlin would benefit from short stories therefore I planned a visit to our local library to read some books. This activity would also offer ‘possibility thinking’ “possibility thinking involves a complex mix of posing and responding to questions” (ST12 page 143) I could do this by encouraging Kaitlin to point at certain pictures and see how well she responds. I believe this was successful as all babies seemed to enjoy it, however I feel I could still do more to promote Kaitlin’s communication and language by setting up a library scheme of which we could go to the library for local book readings. This would put the children at a better advantage and also support the common core framework in Multi-agency working. “To work successfully with children and young people it is important to be clear about your role and to be aware of, and respectful of, the roles of other workers and agencies. You should actively seek and respect other people's knowledge and input to deliver the best outcomes for children” () (KU5) (PS1)

From carrying out the activity I can then evaluate whether or not it was successful (see appendix 3). My next observation in appendix 2 I felt Kaitlin was very good at communicating with adults and enjoyed one to one interaction so I then planned an activity (see appendix 3) to see how well Kaitlin could communicate independently. From the activity plans in appendix 3 I carried out two observations. In observation 3 (appendix 4) Kaitlin chose a book which she wanted me to read (Old Mac Donald’s farm). Kaitlin seemed to enjoy this book as she was repeating the animal noises I made. To help further Kaitlin’s learning I completed another activity plan (appendix 6) which I believe would continue Kaitlin’s learning as it links together with the story playing with animals and natural materials, this would give Kaitlin the opportunity to reflect on the story we read and interpret it in her own way. In observation 4 (appendix 5) Kaitlin only seemed to play with the toys for a short period of time then sat down on a rocking chair and began to sing “row row” This told me that Kaitlin likes to sing and to help her develop further I decided to do another activity plan for singing which can be seen in appendix 6.

From participating in observations 1,2 and 3 (appendix 1,2 and4) I believe I have successfully achieved Maggie Maclure’s four key strategies for supporting children’s language. In observation 2 (Appendix 2) Kaitlin attempts to say soup and I then ask “Are you trying some soup?” Maclure calls this process “shaping”. In observation 1 (Appendix 1) as I talk to Kaitlin and ask “what do you want to sing?” she responds using actions to tell me what she wants this is known as “the sharing of information”. Maclure’s two other strategies are “supporting” and “stretching” I believe I support Kaitlin throughout the observations and ask lots of questions which helps to extend language (ST13, page 32). I think it is now necessary support Kaitlin and encourage her to try and use two words together as she can imitate and use single words independently. “This remarkable ability to combine two words together and would indicate that a child is capable of thought, as well as able to be sociable and influence others. (Whitehead, M, 2009, page 144) (KU1)

When planning and observing children it is paramount that they are in a safe stimulating environment. I feel I have accomplished this within my observations through planning ensuring all the equipment and materials used were age appropriate and I enabled Kaitlin to play and carry out these activities with enough time and space. This will help allow Kaitlin to reach her full potential and helps to maintain a positive ethos for my setting. This helps to meet the five key outcomes of Every Child Matters “The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to:

be healthy
stay safe
enjoy and achieve
make a positive contribution
achieve economic well-being.”

()

I also achieve these aims by following my settings safeguarding policy the can be seen in Appendix 9. (KU6)

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Part 3

Booklet: Practice Guidance for the early year’s foundation stage, (DCSF, 2008) – Although this is only a guidance I consider it as valuable source of information of which helps support me in my practice. As mentioned in my TMA04 part 2, it helps to me meet the requirements set in the EYFS statutory framework and the six areas of development including Communication and Language of which my assignment is based. I use the guidance to help me plan activities and carry out observations. This also shows ages and stages of normative development which helped me in part 1 with Kaitlin as I was able to see where she is up to and that she is progressing further.

Website: ( - Every Child Matters is a Legal requirement set up by the government in 2004. I always relate to this as it supports my role as an early years practitioner. I always relate to the 5 key outcomes when taking care of children and planning activities. This is to ensure all children have equal opportunities, stay safe and promote their welfare. By following my settings safe guarding policy (Appendix 9) I feel I meet these requirements. This helped me when I planned a visit to the local library (Appendix 3) as I had to ensure the babies safety at all times as we were in a public place. (KU6) (PS3)

Document: Learning, Playing and Interacting (DCSF, 2009) – Although I have never used this document before I have found it quite useful and have gained lots of information on how children learn and what I can do as a practitioner to support this. It explains the importance of child initiated play and focused learning which helped me in my observations being a participant and a non participant. It also provides lots of different strategies on how to develop children’s communication. It also contains different case scenario’s on babies and relates to the environment which helped me in part 2. The document also includes the “observe-assess-respond cycle” which I have used throughout this assignment by observing Kaitlin, evaluating the activity undertaken then planning.

Website: - The common core of skills and knowledge stresses the importance of working with parents/ carers, families and multi-agency working. This has helped me to complete this assignment and develop my own practice as I have realised although I have started the “I CAN” project there is more I can do with other agencies such as attending a reading at my local library this would allow me to work with librarians and share any idea’s on developing children’s language and communication.

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Appendix 1

Observation 1, Singing

Date – 31st March 2010

Time commenced - 2.30pm

Time Completed - 2.35pm

Method - Focused, Participatory observation

Technique – Essay

Permission sought from – Manager and the child’s parents.

Description of setting – Outside the nursery, in the garden sat on a picnic mat, 7 other babies are nearby playing with the heuristic play and in the walkers and 3 members of staff.

Age of Child – Fifteen months

Observation

I am sat on the picnic mat with Kaitlin and two other babies. I begin to sing “twinkle twinkle little star” Kaitlin smiles and lifts her arms up opening and closing her hands to do the action for star. I smile at Kaitlin and ask “what else do you want to sing?” Kaitlin begins to move her fingers backwards and forwards giving me lots of eye contact. I now ask Kaitlin “Do you want to sing wind the bobbing up?” Kaitlin nods her head and smiles. As I begin to sing and do the actions Kaitlin watches me and imitates what I am doing by clapping her hands, winding the bobbing up with her hands, pointing and placing her hands on her knee. When I finish the song I shout “YAAAYYY” and clap my hands, Kaitlin also claps her hands and smiles. I now show Kaitlin a box and say “I wonder what’s inside” Kaitlin leans forward and looks at the box intensely. I slowly open the box and then say “Oh look its 5 little ducks” “what do ducks do Kaitlin?” Kaitlin points at the duck but doesn’t say anything. I pick up a duck and begin to sing the song. As a sing “Mummy duck says quack, quack, quack, quack” I ask Kaitlin “what do ducks say” and Kaitlin replies “quack quack”

Next step – To continue to give lots of praise and encouragement and introduce short repetitive stories or flashcards.

Appendix 2

Observation 2, Dinner time

Date – 2nd April 2010

Time commenced - 11.20am

Time Completed - 11.30am

Method - Focused, Participatory observation

Technique – Essay

Permission sought from – Manager and the child’s parents.

Description of setting – Inside the nursery, sitting down next to the small wooden dinner table, 3 other babies are nearby and 2 members of staff.

Age of Child – Fifteen months

Observation

Kaitlin points at dinner that is being served to another to another table. As Kaitlin’s dinner arrives she points to her dinner and spoon then looks at me. I explain “its soup, Kaitlin say soup” Kaitlin replies “Su” I now ask “are you trying some soup?” and Kaitlin says “no” then picks up her juice cup and drinks nearly all of her juice. “would you like some more juice?” I ask Kaitlin says “yeah” and nods her head. Kaitlin now picks her spoon up in her right hand and begins to eat her dinner. Kaitlin doesn’t spill any. Kaitlin now scrapes her own bowl using the spoon and then turns to me saying “all gone” I say “Big girl Kaitlin” and Kaitlin then asks “more?” As Kaitlin receives more soup she claps her hands then continues to eat. A member of staff asks Kaitlin “Do you want some more bread?” Kaitlin says “Ta” as she takes it out of her hand.

Next step – To continue to support communication and language through role play e.g. playing with the kitchen and plastic food or telephones.

Appendix 3

Appendix 4

Observation 3, Reading books

Date – 7th April 2010

Time commenced - 2.15pm

Time Completed - 2.30pm

Method - Focused, Participatory observation

Technique – Essay

Permission sought from – Manager and the child’s parents.

Description of setting –Inside our local library, children’s section, lots of books nearby and 8 computers. 3 other babies nearby, 2 staff and 1 student.

Age of Child – Fifteen months

Observation

As I push the pram into the children’s section Kaitlin is sat up and beings to shout “HIYA” to everyone nearby. I now take Kaitlin out of the pram and sit her on the floor with three other babies. I now bring some books over for everyone to look at. Kaitlin picks up a book with a dinosaur on it and opens it up. Kaitlin points to an egg then closes the book and puts it down. Kaitlin now looks over to a big wooden box with lots of books in. “Do you want to have a look at those books?” I ask Kaitlin walks over to the box pointing. I stand with Kaitlin while she looks “which one shall we read?” I ask, Kaitlin begins to take the books out of the box one by one and drops them on the floor behind her. After taking out 9 books Kaitlin shows me a book with a farmer on. Kaitlin now sits down on my knee and gives me the book."Old MacDonald Had a Farm" I say and open it up. I begin to sing the song “Old MacDonald had a Cow, EE I EE I O, with a Moo Moo here and a Moo Moo there” Kaitlin now says “Moo” As I continue with the song, Sheep Kaitlin says “Baa”, Duck Kaitlin says “Quack” Pigs, Kaitlin points at the picture and nods her head. I say “Oink Oink” Kaitlin smiles. On the last page there is a picture of all the animals. I ask Kaitlin to point at the chicken. Kaitlin looks at the pictures and correctly points to the chicken I continue to ask her where all the animals are and Kaitlin correctly points at them all (Pig, Cow, Duck, Sheep, Tractor and the Man) When I ask Kaitlin to say their names Kaitlin just smiles and points at the picture.

Next step – As Kaitlin seemed very engaged with this book next time I will create a small world area using natural materials and animals for her to explore.

Appendix 5

Observation 4, Free Play

Date – 9th April 2010

Time commenced - 10.20am

Time Completed - 10.25am

Method - Focused, Non Participatory observation

Technique – Essay

Permission sought from – Manager and the child’s parents.

Description of setting – Inside the nursery, in baby room, with 4 other babies nearby and a variety of different toys in each area.

Age of Child – Fifteen months

Observation

Kaitlin is sat down near the toy telephones, Kaitlin presses some buttons on the phone and it begins to ring. Kaitlin now holds the phone to her ear and says “ellooo” and puts the phone back down again. Kaitlin repeats this two more times. Kaitlin now picks a ball up and throws it back down and begins to laugh. The ball rolls towards the rocking chair. Kaitlin now gets up and walks to the chair and holds the seat and begins to rock it for a little while. Kaitlin now climbs onto the chair, sitting down and looks around the room giggling and smiling. Kaitlin now holds on to the arms of the chair and begins to rock slowly. Kaitlin now says “Row Row”.

Next step – To do more singing with Kaitlin and learn more words and actions.

*Continue to repeat songs*