Chapter 6 Using Conversations to Listen to Language and Speech “Useful observations cannot be gathered the week before progress reports or family conferences

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 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

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



Uses of Conversations and Interviews

Advantages

• Yield information about both speech and language

• Later analysis

• Show progress

• Indicators ofself-esteem

Disadvantages

• Time-intensive focus on one child

• Child may be intimidated or uncomfortable

• May be intrusive into confidential areas


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


LISTENING TO LANGUAGEAND 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


Speech and Language Development


Development of Language

• Beginning communication

• Functions of language– Describe

– Communicate needs

– Commands

– Questions

– Humor

• Social and non-verbal language


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

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



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


TOPICS IN OBSERVATIONDiversity

• 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


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.

Documents

Chapter 6 Using Conversations to Listen to Language and Speech “Useful observations cannot be gathered the week before progress reports or family conferences