Question.2401 - For this week you'll be focusing on language development and viewing the oral language of children within your age range. Getting Started: Consider what you have been learning about in class and through the readings related to children’s oral language development. Using the components of language described in class and in the text, identify what are the typical competencies for your age group for each component. Be sure to cite your sources. Assessment Work: Observe two different children in your setting. You will be collecting language samples of what children are saying, but also paying attention to the pragmatics being displayed. Complete a language sample: As well as you can, write down the child's exact language. Focus on one child in the clip. If the language is fast, you can opt to write down example utterances or sentences that indicate the child's development. Analysis: Using the terms we are learning in class: write an interpretative summary of what you notice about the child's language development. Connect what you observe to what you expect for children of this age group (like what we have been doing in class) How does the child use language to fit different social contexts? Does the child understand the social rules of communication? (pragmatics) Turn-taking, used of gestures, intonation, function of language How child uses grammar and word order (syntax) How does the child construct sentences (word order)? How many words are in the sentences the child uses (mean length utterance)? What vocabulary does the child use or what word choices does the child make (semantics)? How clearly does the child articulate speech sounds (phonological skills)? Does the child use plurals and past-tense as expected? (morphological skills)? Take-away: In your take-away, you can reflect on anything that you found interesting during your observations and readings. This might include (choose one area to focus on): something about the strategies that teachers use to promote language development something that you noticed about children's communication that surprised you something about children's home culture that you could see and hear by focusing on their language something that you noticed while viewing the clips about other domains of children's development something that connects to what we have been discussing in this class, to other classes you have taken, to your own childhood, or to your own experiences with children something that you might be addressing in your future work with children and families a thought-provoking topic that you wish to reflect on ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- FOR ONLINE-VIDEO-BASED OBSERVATIONS Getting Started: Consider what you have been learning about in class and through the readings related to children’s oral language development. Using the components of language described in class and in the text, identify what are the typical competencies for your age group for each component. Be sure to cite your sources. Take these steps for each clip: Write the title of the clip and the specific age of the child you are observing. If there is more than one child in the clip, focus on one and describe them by indicating what they are wearing. Complete a language sample: As well as you can, write down the child's exact language. Focus on one child in the clip. If the language is fast, you can opt to write down example utterances or sentences that indicate the child's development. Assessment Work (Online Only): The video clips below sometimes focus on an individual's language and sometimes include more conversational interactions. Some clips are 10 seconds and some are 15 minutes. View at least 2 clips (you might want to view only part of the longer clips). You will be collecting language samples of what children are saying, but also paying attention to the pragmatics being displayed. Scroll down to your age range to see the suggested clips: (Many of the clips have a CC option (closed caption), found on the bottom right. This can be very helpful to use.)
Answer Below:
IntroductionThe xxxx language xxxxxxxxxxx phase xx the xxxxxxx part xxx children xx supports xxxxxxxx to xxxxxxxxxxx express xxxxx thoughts xxxxxxxx an xxxxxx and xxxxxx understand x direction xxxxx are xxxx components xx language xxxxxxxxxxx morphological xxxxx phonetic xxxxxxxxx skill xxxxxxxxx syntax xxx phonology xxxxxxx amp xxx Pickering xxx components xxx related xx different xxxxxxxxxxx phase xxxx as xxxxxx related xx the xxxxxxx of x child xx construct x sentence xxxxxxxxx whereas xxxxxxxxx is xxxxxxx to xxxxx for xxxxxxx how x child xxxxxxxxx a xxxx Semantics xxxxx with xxx word xxxxxx of xxx child xxx more xxxxxxxx grow xxxx learn xxx words xx the xx to xxxx a xxxxx goes xx school xxxxx new xxxxxxxxxx and xxxx learn xx construct xxxxx well xxxx learn xxx vocabulary xxxxxxx amp xxx Pickering xxxx can xxxxxx a xxxxxxxx Pragmatic xxxxxx of x child xxx related xx understanding x communication xxx example xxxxxxx of x child xx answer x question xx understand xxx direction xx the xxxxxxxx ObservationTwo xxxxx clips xxx age xxxxxx to xxxx been xxxxxxxx to xxxxxxx the xxxx language xxxxxxxxxxx skills xx children xxxx one xx Dinosaur xxxxxxxxxx which xx about xxxxxxxxxxxxx a xxxxxxx and xxxx is xxxxxx time xxxx which xx about xxxxxxxx modeling xxxxxxxx AnalysisPragmatics xxxxxxxxx skill xx related xx how x child xx using x word xx how x child xx behaving xxxxx communicating xxxx as xx showing xxxxxxxx In xxx clip xxxxxxxx Discussion xxx child xx the xxx t-shirt xxxx understands xxxx his xxxxxxx is xxxxxx he xxxxx how xx use xxxxx His xxxxxxxx with xxx teacher xxxxxxxx h xxxxx to xxxxxxxxxxx well xxxxxxxx The xxxxxxxxxx of xxx speaking xxxxxxxx he xx speaking xxxxxxxxxx all xxx words xxxxxxx any xxxxxx In xxx video xxxx Center xxxx talk xxx child xx the xxxx jacket xx talking xxxxx shapes xx seems xxxxxxx while xxxxxxxx however xx knows xxx word xxxxxx but xx per xxx video xx may xxx understand xxxx a xxxxxx is xxxxxx In xxx clip xxxxx dinosaurs xxx child xx the xxx t-shirt xxxxx to xxxxxxxxx a xxxxxxxx he xxxx knows xxxx bigger xxxxx The xxx he xx speaking xxxxxxxx that xx knows xxx proper xxxxx of xxxx word xx can xxx to xxxxx in x sentence xxxxx is xxxx than xxxxxx for xxx group xxx example xxxx his xxxxxxx asked xxx he xxxxx know xxx name xx the xxxxxxxx he xxxx amp xxxx because xx has x swinging xxxx amp xxxx this xxxxxxxx the xxxxx knows xxx proper xxxxxxx of xxxxx a xxxx Believes xxxx to x child xxxxxx to xxxxxxxxxx basic xxxxxxx using xxxxx like xxx because xxx amp xxx amp xxxxxxxx he xxx use xxxxx grammar xx clip xxx child xxxx I xx going xx cut x rectangle xxxx he xxxx ldquo xxxxxxx I xxxxxx to xxxxx like x triangle xxx quot xxxx means xx has xxxx issues xx using xxxxxxx and xxxxxxxx forming xxxxxxxxx The xxxxx in xxxx one xxxxx some xxxxxx words xxxx carnivorans xxxxxxxxxx and xx knows xxx meaning xxxx he xxxx some xxxxxxxx eats xxxx meat xxx leaves xxx they xxx omnivore xx clip xxx child xxxx small xxxxx and xx words xx a xxxxxxxx Believes xxxxxxx both xx the xxxxxxxx know xxx to xxxxxxxxx a xxxxx sentence xx how xx answer xxxxxxxx Phonological xxxxx At xxx age xx to x child xx slowly xxxx to xxxx phonological xxxxxx it xx related xx hearing xxxxxxx identifying xxxxx etc xxxx the xxxxxxxx in xxxx and xxxx can xxxxxxxxxx what xxxxx teachers xxx saying xxxx know xxx to xxxxxx Both xx them xxx answering xxxxxxxxx when xxx teacher xxxxx for xxx name xx the xxxxxxxx in xxxx the xxxxx in xxx red xx shirt xxxxxxxx within x second xxxxxxxxx the xxxxx with xxx blue xxxxxx in xxxx can xxxx answer xxx questions xx his xxxxxxx well xxxxxxxx For xxxxxxx when xxx teacher xxxxx why xx is xxxxxxx the xxxxxxxxx he xxxxxxxx correctly xxxxxxxxxxxxx skill xxxxxxxxxx suggests xxxxxxx the xxxxxxx of x word xxxxxxx to xxx singular xxxxxx in x sentence xx adding x in xxx third xxxxxx singular xx the xxxxxxx tense xxxx the xxxxx knows xxx to xxx singular xxxx as xxxxx has xxxxx it xx the xxxxx clip xx using xx after x suggest xxx child xxxx singular xxxxx Believes xxx child xx the xxxxx clip xxxx words xxxx are xxxx as xxxx dinosaurs xxx carnivorous xxxxx means xx knows xxx usage xx plural xxxxx Take-awayChild xxxxxxxxxxx is x crucial xxxx of xxxxx life x teacher xx responsible xxx child xxxxxxxxxxx for xxxx child xxxxxxxxxxx For xxxx language xxxxxxxxxxx a xxxxxxx tries xx communicate xxxx children xxx the xxxxxxx small xxxxxxxxx so xxxx the xxxxx can xxxxxxxxxx A xxxxxxx asks xxxxxxxxx to xxx the xxxxxxx of xxx child xx answer xxxxxxxx ReferencesHuettig x amp xxx Pickering x J xxxxxxxx advantages xxxxxx reading xxxxxxxxxx of xxxxxx language xxxxxx in xxxxxxxxx sciences x https xxxxxxxxxxxxx wiley xxx doi xxxx desc xxxxxxxx L xxxxx Asking xxxxxxxxx about xxxxxxxxx Video xxxxx www xxxxxxx com xxxxx v xxxxxxxxx Believes x Pre-K xxxxxx Time xxxx about xxxxx Video xxxxx www xxxxxxx com xxxxx v xxxxx M xxMore Articles From Sociology
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