1. Chapter 6 Using Conversations to Listen to Language and Speech
“Useful observations cannot be gathered
the week before progress reports or family
conferences are due.”
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2. USING LISTENING AS AN OBESERVATION METHOD
Informal observation of language during play in environments beneficial for conversation
Formal observations
Child interviews with open-ended questions
Diagnostic interviews to hear speech/language usage
Facilitated discussions to learn what the child knows and feels
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Listening
Learning to listen is the foundation of language development
Documentation of conversations by transcribing and video/audio taping
Action research is reviewing and reflecting on the child’s conversations
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4. Uses of Conversations and Interviews
Advantages
Yield information about both speech and language
Later analysis
Show progress
Indicators of self-esteem
Disadvantages
Time-intensive focus on one child
Child may be intimidated or uncomfortable
May be intrusive into confidential areas
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What to Do with It
Notes or tape recordings can be filed in the child’s portfolio/folder
Use interests and knowledge revealed to build curriculum
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6. LISTENING TO LANGUAGE AND SPEECH
Acquisition – How does a child learn to talk? (perceive and comprehend)
Language – Meaning
Receptive – Learning to listen
Expressive:
Vocabulary
Grammar
Discourse (written or spoken communication)
Pragmatics (practical, casual – not formal language)
Speech – Phonology: sounds of words
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7. Speech and Language Development
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8. Development of Language
Beginning communication
Functions of language
Describe
Communicate needs
Commands
Questions
Humor
Social and non-verbal language
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9. Facilitating & Modeling Language
Facilitating – Expanding and open-ended questions
Modeling – Using language to show respect for the child, NOT
The tester
The helper
“Use your words”
“How would you like it?”
Incorrect grammar, slang, and lazy articulation
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10. Observing the Developing Language of Infants and Toddlers
Milestones
Responding to the spoken word, babbling
Single words to convey needs
Names objects
Short sentences
Clearer speech
More complex sentences, asks questions, uses nouns, verbs and conjunctions
Cause for concern when milestones are delayed
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11. HELPING ALL CHILDREN WITH LANGUAGE DEVELOPMENT
English as a Second Language
Bilingual Children
Children with Special Needs in the areas of speech production and language acquisition
Helping Professions
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12. TOPICS IN OBSERVATION Diversity
Individual Differences – Each child is unique
Special Needs – Development outside the range of “normal” or “typical”
Cultural/Ethnic diversity – Affects development and others’ interpretations
Names – This book deliberately uses names from a variety of nationalities
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13. Standard Relating to Language
Head Start Child Outcomes
Speaking and Communicating
Indicator 1:
Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.
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