Narrative
Method
The
aim of my observation is to observe TC for a period of 15 minutes in order to
assess her language development in a Narrative method.
Background
The place is a
registered Childcare provider primarily run with Government funds. Currently there are 100 children attending
its services and employ 21 staff. There
are 2 employees through the CE Scheme and 2 TUS employees. This Childcare provider run a Creche, Toddler
Room, Junior Pre-school Room, 2 Pre-School rooms and a Montessori Room. Also, it runs an Afterschool Club from 1:30 –
to 5:30 which caters children from all local primary schools. Children attending the Afterschool service have
1-hour supervised homework, assisted by the staff. They also have a hot and home cooked dinner
daily. The Breakfast Club is open from
8:00 to 900 and is open to all school going children as well as children
already attending the Childcare.
This
observation took place in a creche in a colourful and ventilated room at 3:15
to 3:30 pm on 18th of November.
I ask the manager if she could allow me tod o my language observation. Also, ask permission if I could record TC conversations and ask for staff
assistance for understanding what they are saying. There are 4 kids ages 3 – 4 years old, 3
girls and 1 boy and one staff. There are two
tables and 5 chairs in each table, a lot of toys on the floor and on the
shelves ready for the kids. When I
arrived, they are playing and building a house using cardboard and they try to
decorate them. TC is 4 years and 2months
old girl, always happy and wear a smile.
She was in the creche for 2 years already. Only one staff assigned on that day.
Observation
Key: A – Adult C
– Other child
TC – Target Child M, N, O - other children
TC
was standing beside the cardboard, calling C by her name, in a natural normal
tone. C responds to TC by only saying
“oohhh.” TC responded okay and C say “hayyy”. TC was talking to C and which I cannot
understand it’s kind of bubbling the two words and the 3rd word
calling the name of A. A asked TC “what
she is doing”. Most of TC words
unpronounced properly. TC was playing to
a truck toy with C, they are conversing to each other but I could not
understand what they are talking about.
TC
wear two layers of fancy dress and playing with M. M complain that TC hit her and told A. A asked M what he wants TC to do to make him
feel better and M replied “a shake hand.”
A asked TC to shake hands with M, but TC just stare to A. A said to TC “M want to shake hands and he
will feel ok”. Still TC just playing
with her hands staring at A. TC wants to
go, and A asked again TC how to solve the problem, still TC did not say a
word. N interrupted the conversation of
A, TC and M and M saying timer is gone.
A told TC to finish the problem first.
TC try to solve the problem after few seconds she took the boy hand and
shook with him. A says to TC well done.
A
asked the kids to tidy up to prepare for their snack time. N was helping tidy up and A asked TC “would
you help tidy up TC” and she does. When
the table was clear A told them to get their food. They individually got their
food and ate them, M and N asked help to open the plastic of their food.
Evaluation
The aim of my observation
is to observe TC for a period of 15 minutes in order to assess her language
development in a Narrative method. I
feel that I achieved this aim since I was recording TC conversations while she
is playing and going around. I feel that
TC’s language development appears to be behind the normal range for her age.
TC can pronounce
a name of a person in a natural normal tone but some of her wordings are
difficult to understand. TC only saying “oohhh.” and “hayyy” other
mispronunciation because of her accent.
This is unusual for her stage of development since she 4 years old and 2
months. TC language development according to Flood (2013) is for 3 years old,
which is still some immature pronunciation and virtuous errors.
A said to TC “M
want to shake hands and he will feel ok”.
Still TC just playing with her hands staring at A. TC playing her hands and staring shows that
she was hesitant to do so, but because A keeps of supporting TC and asking her,
she give in. On this part Bruner (1915)
theory supports, that adults and more able peers in a child’s life provide what
he calls a language acquisition system.
TC language
development in terms of pronunciation, syntax and semantics seems to be behind
the normal range for her age because I can only understand when she pronounces
the person’s name. This support Flood
(2013) still some immature pronunciation and virtuous errors.
I
find it difficult to understand what TC is saying and I ask the staff to help
me, but since she was too busy, I did not get a chance to do so. In addition, because of limited time I can’t
wait for another day to ask her again.
Recommendations
I recommend that parents
spend time talking to their children and engage them in conversation, and to
teach or use the phonology sound system of language.
I
recommend to use some materials like picture and let her identify it to expand
her vocabulary or words and phrases and teaching them the correct
pronunciation.
Personal Learning
I
learned that children language development on these age group needs help from
parents or from adult to improve their pronunciation and increase their
vocabulary.
I
have learned how difficult to understand some wordings or phrases on these age
group, even I recorded in for only 8 minutes, I still need the assistance of
staff to understand what they are saying.
Reference
http://greenfieldschildcare.com/