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- QUESTION
1 – You need to collect two oral language samples from a focus child, aged between two and five years old. One context should be the focus child playing with another child, while the other should be an interaction between you and the focus child. Note details of the context in which each of these conversations take place, using Halliday’s three key features that influence a language register – the field, tenor and mode (as described in Reading 4, Fellowes & Oakley, 2010, p.101 of the textbook). Recording the conversation is the easiest way to collect these language samples, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate.
2 – From the recordings, select one or two sections from each language sample to transcribe into written form. Each transcription should be no more than a page in length and must be included in your assessment as an appendix. The transcription should be true to what and how the child said the words/sentences. Do not make grammatical corrections when transcribing as this is part of the analysis process. Use line numbers to denote a change in speaker as this will assist when referring to examples in your analysis. Please use pseudonyms for the children to maintain confidentiality. Each transcription should be set out as shown in the following example:
Appendix 1: Language Sample 1
Field Tenor Mode
Transcription
Line 1: Child – Doggy Play.
Line 2 : Adult – What’s the doggy playing with?
Line 3 : Child – He play with ball.THE ABOVE IS IN TABLE FORMAT, FIRST COLUMN HAS FIELD THEN SECOND COLUMN TENOR AND SO FORTH!
3 – Submit a written report following the guidelines below –
Begin the report with some background information regarding your focus child (age, language spoken at home etc.) that is relevant to this child’s oral language development and a brief context for each of the language samples included in this assessment (approx 250 words).
Then, using the transcriptions, analyse the child’s language and your contributions to the exchange as an educator. In your analysis, refer to elements of your transcription to provide examples and make clear links to readings. Use the following headings to structure your analysis (approx. 400 words for each):
i) Development of oral language – This section should refer to developmental milestones, the components of spoken language, and EYLF Outcome 5.
ii) Functions for which the child is using language – This section should refer to the functions of language as proposed by either Halliday or Tough; and the concept of a language register by comparing the language used within each conversational context.
iii) Critique of adult participation in the language exchange – This section should refer to specific techniques adopted by the adult that may have enhanced or impeded the child’s use of language.
Finally, drawing on EYLF Principle 2: Partnerships, conclude your report with a discussion on the importance of early childhood educator- family partnerships in relation to children’s oral language development (approx. 250 words)
Part B) Prepare and submit a Parent Newsletter
Drawing on what you have learnt about the importance of the home environment for enhancing children’s oral language development, design an A4 sized (single page, approx. 300 words) newsletter you could give to parents informing them of how they can encourage their child’s oral language development including some practical ideas on how they can facilitate this.
Length
The maximum length of this task is 2000 words (including the newsletter and excluding the transcripts)
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Subject | Report Writing | Pages | 11 | Style | APA |
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Answer
Background Information of the Focus Child
The focus child is two and half years old, and still in her early stages of language development. Hence, she is still learning and can only use a noun and verb to form incomplete sentences. She lives with her parents, both of whom are native born Americans. Therefore, they only speak English at all times. The environment is full of neighbors whose backgrounds are different; some are immigrants from Mexico, China stand India. However, most of the children are learning to speak English as their first language, even though it is influenced by other languages. In the first transcription, this child is playing with another boy who is also two years old. As they play, the boy takes her doll and refuses to give it back. This ends up in a disagreement as they both want to play with the doll, but the boy does not want to share. The girl threatens to tell her mother, but eventually the boy gives it back so he can be completed as a “good boy”. In the second transcription, the girl is communicating with her mother. She is trying to tell her that a bad boy has refused to give her the doll. As she struggles to form sentences, her mother asks questions to help her create statements that can be understood. Therefore, she uses her mother’s words to form her own, but still has problems developing reasonable sentences. She does not know how to convert words into various tenses.
Analysis of the Child’s language
Development of Oral Language
During the first three years of life, human beings experience the most intensive period of development of speech and language (Allen & Lalonde, 2015). This is because it is at this time that brain development is at its peak, as it matures. To best develop language and speech, a child needs to be present in an environment characterized by rich sounds, sights, and even consistent exposure (Sohr-Preston et. al., 2013). There are different stages in oral language development. At two years six months, the focus child is entering stage 3 of language development (Venker et. al., 2015). This means that she is learning to use pronouns and prepositions, but has already established the use of two word sentences. She can understand simple questions, and rely on intonation and gesture to better her understanding of conversations (Allen & Lalonde, 2015).
Components of the Spoken Language
The first component is the structure of the language. The structure of language, as well as how it is supposed to be pronounced, is generally studied under phonology. The smallest units of structure are known as phonemes. The second component is the smallest units of meaning. To understand the language itself, base words and affixes must be used together (Jones & Harcourt, 2013). These smallest units of meaning are referred to as morphemes, and the branch of study is morphology. The third component features the combination of actual individual words. When words are combined, sentences are developed which convey the meaning (Sohr-Preston et. al., 2013). This is studied under syntax. Without this, language lacks the rules of how it should be spoken. Therefore, it will be impossible to understand the meaning of words used in the sentences (Venker et. al., 2015). Fourth, the component is “meta-language” the meaning which individuals give words basing on how they are placed to convey the meaning. This is studied under the branch semantics. Meaning is usually conveyed through figurative language, adjective use, and also through the introduction of descriptors in sentences (Kirkland & Patterson, 2005). Lastly, commonsensical manner in which one chooses to use language is a component (Ghirotto & Mazzoni, 2013). This is studied under the branch of pragmatics. Language can be used to achieve business communication, casual communication, and academic language and so on.
EYLF Learning Outcome 5
EYLF Learning outcomes refer to goals that a child can achieve during learning. Outcome 5 states that children are effective communicators (Jones & Harcourt, 2013). They can interact both verbally and non-verbally for various purposes. They can view various texts and use these to gain meaning. They can use various media to express ideas and create meanings (Thomas-Stonell et. al., 2013). They also use communication technologies to access information, investigate their ideas and thus use it to represent their thinking (Jones & Harcourt, 2013).
As she plays with another boy, she mostly uses two word sentences such as “Give dolly” and “You bad”. This is because she has already become familiar with using such sentences to express herself, and no longer relies on images or pointing towards objects. A big difference is seen, however, when she communicates with an adult. In this transcript, it is clear that she is borrowing ideas from how the adult is speaking and trying to correct her own speech. For instance, in line 1 she creates a sentence basing on her already mastered skills. She does not use prepositions. After her mother uses the right sentence in line 2, she repeats her statement while adding the prepositions where appropriate in line 3.
Functions for which the Child is using Language
According to Halliday, there are various functions of language (Fry & Phillips, 1996). First, there is the instrumental function which is represented when a person wants to communicate choices, preferences, wants and even needs (Fry & Phillips, 1996). Second, language can be used to express individuality. Third, language can be used for the purpose of interacting with others. Fourth, it can be used to control the actions of others. Fifth, it is representational, meaning that it can be used to explain the thought and ideas of a person (Venker et. al., 2015). Sixth, language can be used for a heuristic function. It can be used to find things out, wonder, or even create a hypothesis (Fry & Phillips, 1996). Lastly, it has an imaginative function and can be used to create, explore and even entertain others.
In the first transcript, the child is using the instrumental function of language. This is because she is expressing her want for the doll in line 1, which the boy took and is refusing to share (Fry & Phillips, 1996). She also expresses how she does not like the boy as he is refusing with her doll. The girl also uses the representational function of language as she is trying to explain to the boy that she will tell her mother in Line 4.
In the second transcript, she has used representational function of language as she is trying to explain herself to her mother. For example, in line 1 and 3, she is trying to explain what the boy has done to her and why he is not her friend any more.
Language register is the level of formality used in speech. Different situations and people require different registers, which is why there are different types of registers such as formal, intimate, consultative and casual (Fry & Phillips, 1996). In both transcripts, the child makes use of the casual register. In this register, the tone is conversational and words are general. Slang words are allowed as the conversation is between friends or relatives. In this case, there was no need for the child to change her register as both the boy and her mother are not professions, but instead they are people close to her. This is why she is using words such as ‘dolly’ and ‘mummy’.
Critique of Adult Participation in Language Exchange
There are various aspects that have been identified as important in a child’s early language development (Sohr-Preston et. al., 2013). In the second transcript, the adult plays an essential role in helping the child formulate and correct her sentences (Kirkland & Patterson, 2005). Here, the mother repeats her sentences by framing them into a question so that the child can have an idea of what she should have said. For example, line 2 is basically a rephrase of the child’s statement in line 1. Therefore, by hearing how her mother phrases the sentence, she repeats it, trying to make changes so that her sentence is close to perfect.
By asking the child questions, her mother encourages her language development as this encourages a response from her in spoken words (Sohr-Preston et. al., 2013). She uses questions in line 2, 4 and 8. Without this encouragement, the girl would not know how to rephrase her sentences as there would be no example to follow. As her mother introduces new words and prepositions in the sentences, she begins to understand that these are also important for the creation of a sentence that can be understood fully (Ghirotto & Mazzoni, 2013). This is because she will also note the difference in meaning as she learns why prepositions should be used in various places in a sentence.
The fact that her mother does not correct directly, but instead encourages her to restate her question is yet another technique which encourages the development of a positive attitude towards learning and developing language (Ghirotto & Mazzoni, 2013). This is because the child will not feel undermined, as if she is using the wrong speech. Therefore, she will constantly be willing to try and incorporate new words and use new sentence structures.
Conclusion
Early childhood educator-family partnerships are very important in relation to a child’s oral language development. Early childhood development is complex and multifaceted (Jones & Harcourt, 2013). Therefore, parents who are not professionals in the field of oral language development may face challenges in encouraging development. This is why they need to work hand in hand with professionals who know how they can use their skills and knowledge to support the learning and development in an integrated and holistic approach (Ghirotto & Mazzoni, 2013). Second, by collaborating with professionals, the parents of the child will also be encouraging future progress for other children as the professionals will have the chance of learning more and enhancing their own skills in early childhood development (Jones & Harcourt, 2013). As a result, both parties will benefit as the parents may have younger children who will need professional help in future. Third, effective partnership is important a it ensures continued learning and development in early childhood (Ghirotto & Mazzoni, 2013). This is because professional help encourages transitions at appropriate times. Thus, a child will not be dominant in one stage for too long. Transitions are complex and can pose quite a challenge for both the child and her family. If poor transition takes place, the children may end up experiencing negative discontinuity, thus impacting language development (Jones & Harcourt, 2013). Fourth, if parents collaborate with professionals, instead of leaving all the duty to them, the best use of skills, knowledge and experience will be ensured. Professionals with different backgrounds and knowledge also need each other so as to create a plan that will be the most effective for the child.
Part B: Newsletter
Encourage your Child’s Oral Language Development
Parents have a responsibility of encouraging oral language within the first three years of life, even when the child seems so small. The environment in which a child grows in plays a very important role in this development, which is why parents need to make use of specific strategies to ensure positive language development, takes place. This newsletter features the recommended strategies that parents can use.
Talk with your Child
Parents should take advantage of every opportunity they get to converse with the child. Children love talking about specific topics such as their friends, family members, or even their favorite activities (Chang & Cress, 2014).
Get Close and Listen
When talking to your child, always get close to them in such a way that they can see how your lips move and the facial expression you make. Getting close also ensures that they can hear clearly and make eye to eye contact (Chang & Cress, 2014). This is important as it keeps the child interested and focused on the conversation.
Respond and Expand
As a parent, always ensure you respond to what your child is trying to say. Afterwards, try to expand the conversation as this will keep the child talking. For instance, I the child says “ I want milk,” the parent can respond by saying “ Me too! We all love milk, right?”.
Talk About what you are doing
Every time the child is around, try talking about the daily activities as you carry them out at home (Chang & Cress, 2014). For example, while doing the dishes, a parent can start a conversation by saying, “Look, am doing the dishes. Do you want to help?”
Use Simple Vocabularies
Do not use long sentences and complex words. Always use simple vocabularies as the child is still learning. Therefore, difficult statements will not make any sense to her (Chang & Cress, 2014).
References
Allen, J. W., & Lalonde, C. E. (2015). Children’s Use of Speech and Repetition in Oral Storytelling: The Role of Cultural Patterning in Children’s Retellings of First Nations Oral Narrative. Human Development (0018716X), 58(2), 70-96. Chang, N., & Cress, S. (2014). Conversations about Visual Arts: Facilitating Oral Language. Early Childhood Education Journal,42(6), 415-422. Fry, P. G., & Phillips, K. (1996). Halliday’s functions of language: A framework to integrate elementary-level social studies and..Social Studies, 87(2), 78. Ghirotto, L., & Mazzoni, V. (2013). Being part, being involved: the adult’s role and child participation in an early childhood learning context. International Journal Of Early Years Education, 21(4), 300-308. Jones, L., & Harcourt, D. (2013). Social competencies and the Early Years Learning Framework: Understanding critical influences on educator capacity. Australasian Journal Of Early Childhood, 38(1), 4-10. Kirkland, L. D., & Patterson, J. (2005). Developing Oral Language in Primary Classrooms. Early Childhood Education Journal, 32(6), 391-395. Sohr-Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental Socioeconomic Status, Communication, and Children’s Vocabulary Development: A Third-Generation Test of the Family Investment Model. Child Development, 84(3), 1046-1062. Thomas-Stonell, N., Washington, K., Oddson, B., Robertson, B., & Rosenbaum, P. (2013). Measuring communicative participation using the FOCUS©: Focus on the Outcomes of Communication Under Six Measuring communicative participation using the FOCUS©: Focus on the Outcomes of Communication Under Six. Child: Care, Health & Development, 39(4), 474-480. Venker, C. E., Bolt, D. M., Meyer, A., Sindberg, H., Weismer, S. E., & Tager-Flusberg, H. (2015). Parent Telegraphic Speech Use and Spoken Language in Preschoolers With ASD. Journal Of Speech, Language & Hearing Research, 58(6), 1733-1746. doi:10.1044/2015_JSLHR-L-14-0291
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