For this Assignment, you spend 1 to 2 hours in a non-childcare, non-education–related, child-friendly setting that allows you to observe children and adults engaged in literacy development. For example, you might observe in a library, a zoo, or an interactive children’s museum. While you are in the setting, be sure that you have opportunities to observe children interacting with their environment, adults, and if possible, other children.
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8081 Assignment: Week 9
Field Experience
“Observing Language and Literacy Development”
For this Assignment, you spend 1 to 2 hours in a non-childcare, non-education–related, child-friendly setting that allows you to observe children and adults engaged in literacy development. For example, you might observe in a library, a zoo, or an interactive children’s museum, etc. While you are in the setting, be sure that you have opportunities to observe children interacting with their environment, adults, and if possible, other children.
Assignment Task:
Write a paper approximately 3 to 5 pages long that analyze the findings from your field experience. If possible, include photos of the environment. (The reflection questions should be answered as well.
Purpose: This field experience will allow you to observe language and literacy development in a setting of your choosing, such as a library, a zoo, or an interactive children’s museum. This opportunity will provide you with a chance to see course content come to life via the interactions among young children and early childhood professionals and/or caregivers.
Prerequisites:
· Select a setting that allows you to spend 1 to 2 hours observing young children (infant to age 8).
· The setting must allow you to observe children interacting with the environment, with adults, and if possible, with other children.
· Though taking pictures is not required, inquire whether the setting will allow you to take pictures of the environment (without taking pictures of children and families).
Reflection Questions:
It is highly recommended that you bring these questions to your field experience. As you observe interactions within the setting, take notes on key ideas and insights that you can later integrate into your paper of 3 to 5 pages.
Reflection Questions
· How does this environment foster language and literacy?
· In what ways does the environment not foster language and literacy?
· How are adults in the environment fostering language and literacy? How are adults supporting children’s interactions with the environment?
· How are children fostering each other’s language and literacy development?
· What, if any, interactions and/or aspects of the environment seem to be inhibiting language/literacy development? In what ways?
· In what ways is the environment developmentally appropriate?
· How would you make this environment, including the interactions and opportunities you observed, even more meaningful and effective related to language/literacy development? Use specific examples from your observation.
· What “aha” moments, surprises, and/or disappointments struck you about this observation experience related to your knowledge of child development and your new learning about language development and literacy?
· Take pictures (if allowed) of the specific aspects of the environment that promoted or inhibited language and literacy development. If you take pictures, be sure that they
Field Experience
Observing Language and Literacy Development
Purpose: This field experience will allow you to observe language and literacy development in a setting of your choosing, such as a library, a zoo, or an interactive children’s museum. This opportunity will provide you with a chance to see course content come to life via the interactions among young children and early childhood professionals and/or caregivers.
Prerequisites:
· Select a setting that allows you to spend 1 to 2 hours observing young children (infant to age 8).
· The setting must allow you to observe children interacting with the environment, with adults, and if possible, with other children.
· Though taking pictures is not required, inquire whether the setting will allow you to take pictures of the environment (without taking pictures of children and families).
Reflection Questions: It is highly recommended that you bring these questions to your field experience. As you observe interactions within the setting, take notes on key ideas and insights that you can later integrate into your paper of 3 to 5 pages.
· How does this environment foster language and literacy?
· In what ways does the environment not foster language and literacy?
· How are adults in the environment fostering language and literacy? How are adults supporting children’s interactions with the environment?
· How are children fostering each other’s language and literacy development?
· What, if any, interactions and/or aspects of the environment seem to be inhibiting language/literacy development? In what ways?
· In what ways is the environment developmentally appropriate?
· How would you make this environment, including the interactions and opportunities you observed, even more meaningful and effective related to language/literacy development? Use specific examples from your observation.
· What “aha” moments, surprises, and/or disappointments struck you about this observation experience related to your knowledge of child development and your new learning about language development and literacy?
· Take pictures (if allowed) of the specific aspects of the environment that promoted or inhibited language and literacy development. If you take pictures, be sure that they do not include children and families.
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Observing Language and Literacy Development
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Observing Language and Literacy Development
I spent time and watched children connecting with each other at a zoo. According to proponents of social interaction theories, language development depends on learning social skills and conversational language. In this view, every child who can express themselves in language will put up the effort to communicate. When the child is attempting to expand their vocabularies, caregivers will help by providing useful learning experiences. Thus, the child is developing their language development based on its relationship to social significance.
It is extremely difficult for children with hearing disabilities to improve their language skills. After implantation and language instruction, children’s spoken language skills significantly improved (Puglisi et al., 2017). Another significant aspect is the extent to which parents understand the benefits of verbal stimulation when it comes to language development in the preschool years. Furthermore, children’s language development is strongly influenced by their environment. Provision of the Right Play Material, which contains critical components for language acquisition during the first two years of life, was utilized in the study to assess a measurement called “Emotional and Verbal Responsivity of Mother.” The amount of influence that environmental variables have on language development varies.
Because adults play such a big role in helping children learn about and interact with the world, adults help encourage language and literacy development in children (Prasetyo, 2018). A combination of strategies like repeating and perpetuating new vocabulary, supporting songs with acts and objects, and using simple, repetitive language, and setting a positive language that supports communication development can help ensure that children are equipped with the skills they need. The child’s interactions with other individuals around them help to promote language development. Also, a baby will hear others talk to them and directly to them. Encouraging a baby to replicate sounds that they hear throughout time might inspire hearing the mother’s speech. The infant will rapidly pick up on associations between words and people and between words and objects.
Now Go in Detail Here In Answering the Reflection Questions……
Reflection Questions
• How does this environment foster language and literacy?
• In what ways does the environment not foster language and literacy?
• How are adults in the environment fostering language and literacy? How are adults supporting children’s interactions with the environment?
• How are children fostering each other’s language and literacy development?
• What, if any, interactions and/or aspects of the environment seem to be inhibiting language/literacy development? In what ways?
• In what ways is the environment developmentally appropriate?
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