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.” ©2014 Cengage Learning. All Rights Reserved. USING LISTENING AS AN OBESERVATION METHOD • Informal observation of language during play in environments conducive 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. LISTENING TO LANGUAGE AND SPEECH • Acquisition – How does a child learn to talk? • Language – Meaning – Receptive – Learning to listen – Expressive: Vocabulary Grammar Discourse Pragmatics Speech – Phonology: sounds of words ©2014 Cengage Learning. All Rights Reserved. Speech and Language Development ©2014 Cengage Learning. All Rights Reserved. Development of Language • Beginning communication • Functions of language – Describe – Communicate needs – Commands – Questions – Humor • Social and non-verbal language ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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. ©2014 Cengage Learning. All Rights Reserved.