The works of Chomsky, set out that the acquisition of language stems from grammatical rules and the manner in which sentences are formed. This was taken into account when writing the sentences within the text to ensure that children develop the correct grammatical methods. (Whitehead M. (2002, p: 12))
In preparing the book, the different theories had to be considered, however, it was also noticed within observations that the children did require the social interaction in order to develop their speech and listening skills.
Speaking and listening is of great importance within the communication process because if the child can understand what is being said they will then in turn be able to communicate and relay feelings, emotions and thoughts. This was identified within the setting and could be easily differentiated. The more able communicators were louder and confident with all the activities and choices put to them. In particular it was noted with two children within the group where the children did not interact with other children, enjoyed playing in their own company seemed to enjoy reflecting on books, however, their vocabulary and method of expression was limited.
With this observation in mind and also from the works of Bruner (1975, p: 25) “A spiral Curriculum” that as part of a structured method, concepts and knowledge have to be visited several times at differing levels, the book design incorporated repetitive pages where the child can re-visit areas according to their ability.
Different genres or types of literary texts were reviewed. At home with my own children and also with the children within the setting different types texts were explored , reading book s which involved fiction, non-fiction, interactive texts were looked at. The social and cultural features were reviewed when developing the book. The use of speech bubbles for conversational exchange and the use of the Genre theory developed by Kress, (1982, p: 98) were used in the way the language has been communicated. (Lewis & Wray, (1995, p: 20)
It was found that the children within the nursery setting and my own children aged three and five found listening to and sharing a book interesting when focus was placed on strong and loud characters. This was also found in my eight years old child. Books such as Babies Can by Ian Whybrow and Lara Jones; The Blue Balloon by Mick Inkpen; Sharing a Shell and Gruffalo by Julia Donaldson all involved characters who could only be described as larger than life. It was therefore important within the book to create an point of interest for the children to remain focused within the book.
It is also important to understand “language based pedagogy will remain necessary, they are by no means sufficient for the development of the kinds of literacy practices that already characterize the continuously evolving information age of the new millennium.” This has been described by Unsworth (2001, p: 8). Technology has evolved in such a manner that we have been able to use the resource of ICT to aide the development of language. Multimedia has played a great part with children’s development. Games and toys such as Leapsters and interactive games specific programming such as Charlie and Lola (BBC) on the Internet are enjoyed by many children. The aim of the book was to attract an audience who may not necessarily enjoy sharing a book in the conventional method. The intention of the book was so it could still be shared and accessed anywhere at anytime and to challenge the child’s language development process.
By creating an interactive book, there were opportunities to take on board all the ideas of the theorists and how they believe children develop linguistic skills and also take on board my own ideas and observations of children’s language development.
The aim of the book was to allow children to relate their own experiences at nursery in a very easy a basic manner. As play is focused upon as a vital method in the way in which children learn, the focus of the book was also to focus on play. As play is a very broad area, the intention of this was that there would be universal appeal and that all types of children from all walks of life would be able to relate to the book.
Children are offered choices in a structured and supported environment. This is what is portrayed within the book where the two characters cannot decide what to play and finding that playing together is more fun.
The use of pictures, words, animation and sound allowed the focus to be placed on a child who would possibly be beginning to read. As studies have shown (Reading Attitudes Survey by Marian Sainsbury, NFER) children at an early age enjoy reading but as they get older this enjoyment declines. Firstly it is believed this is due to the lack of pictures in books. Visual learning aides imagination and creative development. Secondly the fun sharing a book with a parent tends to diminish as the child gets older. The aim of the book was so parents and children could share the book together whatever the age.
When the children used the book for the first time, the children were impressed by the pictures and characters. The child who was very shy at nursery and did not like interacting with others found it very easy to relate to the characters and enjoyed playing with them, choosing the different shapes was the highlight of the book for her. When discussing the book, she was able to identify the children talking and remembered a lot of what was being spoken to by the character Jes. When questioned why this was, the child related that she spoke very much like herself. She even asked whether she was the character.
To develop this book further with the comment made by the child, the dialects which have been used could be developed in further and to make the book with the option to record the audio in Gujarati. This would then be able to cater for the multilingual child at nursery. However, from experiences of growing up as the multilingual child, I felt it more appropriate to be able to allow the child to listen to the book in English and discuss what she has understood in her own language, Gujarati as then the use of both languages aide in the learning process.
From feedback received from the children, they thoroughly enjoyed the text, however, to some extent there were concerns from my perspective with the choice of the children to whom the book was to be directed, were they too close in relationship and that them seeking attention from ones self would exceed the book itself. Having reflected on the work done at the placement with the child within the setting I can conclude the book helped the child choose an activity she wanted to do.
Overall it is felt that the book has been a great success with the children
Word Count: 1500
References:
Bruner J.S. (1975) Entry in Early Language: A Spiral Curriculum. Swansea: University College of Swansea.
Wyse D. & Jones R (2001) Teaching English, Language and Literacy. Routledge Falmer, Oxon
Evans J. (2004) Literacy Moves On Education. David Fulton Publishers
Unsworth L. (2001) Teaching Multiliteracies Across the Curriculum. Open University Press
Accessed online at http://mcgraw-hill.co.uk/openup/chapters/0335206042.pdf
Lewis M/ & Wray D. (1995) Developing Children’s Non – Fiction Writing. Warwickshire, Scholastic
Whitehead M. (2002) Developing Language & Literacy with Young Children. London PCP