Observation 5

Narrative Method

  Aim

            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 18^th 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 3^rd 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

Child Development by Eilis Flood 2013

http://greenfieldschildcare.com/

👉Observation 1

👉Observation 2

👉Observation 3

👉Observation 4

👉Observation 5