81 MD4 WK 7 Assign

14

Toddler and Preschool

Section 3: Amanda as a Toddler

Amanda at this stage is able to communicate with her parents. When compared with other children in terms of language development, Amanda’s life follows a general developmental milestone. She cannot be termed as having delayed her language development. By the time she was 12 months old, Amanda would look for and find out and identify where sound is coming from. She would respond to her name when called by her parents and other people both relatives and neighbors. Often, when a ‘goodbye’ is said to her, she would wave back. Her parents and caregivers, told her to look at something, she looked at the place pointed. Amanda began speaking with intonation where she would raise and lower her voice as if she is speaking in sentences. Another remarkable milestone was the capacity of Amanda to take turns in speaking (Mary L. Gavin, 2019). Amanda would be spotted listening an paying attention to her parents and in return, she would babble.

Amanda just began to say da-da to imply dad and ma-mama for mom. She then began to say words, singly and point at items that she needed when they are out of reach (Mary L. Gavin, 2019). Amanda often would point at things while making sounds.

Between the age of 1 and 2, Amanda denoted further language development. During this stage she was able to follow commands. The sequence followed was that when an adult spoke and demonstrated with gestures, Amanda understood and responded. Later on, Amanda began to understand simple commands. She was able to identify these issues through words alone (Supporting Language and Literacy Skills from 12–24 Months, 2021). For instance, she would be sent to bring her toy from a box, she would also say yes or no when asked if she wanted something. Amanda advanced her language acquisition such that she would be sent to get something from a different room and she could easily name a few of her body parts. She would touch and say head, eyes, ears, mouth, nose.

In addition, Amanda had her favorite songs (itsy bitsy spider) and cartoon, when aired, Amanda would often point at them, calling mom to get her to look at them. she would again go to her room and pick her favorite dress and bring it to her mom to dress her. Due to her interaction with smartphones, Amanda would distinguish a locked phone from an unlocked one. When she needed to use the phone, Amanda takes the phone to her mother and says ‘open’ to mean unlock. Notably, Amanda would play her favorite music in the phone and try to repeat the words and the rhythm (Association, 2021).

Another important observation that may be said to have contributed to Amanda’s language acquisition, was her unique manner of asking question. Often, Amanda would bring things to he parents or caregivers and ask them to say what it is. For instance, she would bring a book, a pen, or anything and show her caregiver waiting to hear what name it would be given. Amanda learnt to name fruits through this strategy and her inquisitive nature. Amanda’s parents also acquired some books that had pictorial illustration of common objects such as fruits, utensils, clothes, toys etc. Amanda would read the book together with the caregiver. She got opportunities to name the objects and associating names with pictures (Rachel Cortese, 2021). This was facilitated through questioning by caregivers who read the book by asking Amanda ‘what is this?.

Amanda as a toddler acquired her language further through pretense. Amanda spent most of her time with her mother and at other instances with her female caregiver. Hence, she would imitate cooking and pretend to be making her favorite dish. She would also mimic the role of a mother and pretend to be cleaning and feeding her dolls. This way, Amanda learnt the food vocabulary and child care vocabulary such as sorry, eat, cry, laugh, smile, sick, hungry. Learning these words did not occur instantly, each week, Amanda would add a new word to her vocabulary and it continued to get richer and richer.

By the age of two years and some months, Amanda had developed really rich vocabulary. She began to name her body parts and common objects. She also started to understand commands issued as a sentence (Gallagher, 2013). For instance, she understood phrases such as ‘take your tea’, ‘bring your shoes’, ‘put the doll on the couch’, ‘lets go out and play’ among other things. She also started to make two-word phrases such as ‘give water’, ‘want mom’, ‘daddy go’. Slowly by slowly, she increased the length of her sentences from two words to three or four words. For instance, she would say ‘ I want water’, ‘bye bye mom’, ‘I want to play’. In other words, Amanda started to have conversations and be understood by adults.

At this stage, communicating with Amanda became one of the most pleasurable and rewarding moments for the parents and caregivers. It was evident that Amanda was absorbing new information everyday through her own experiences and through interactions with other children, her parents and through the television (Gallagher, 2013). Family members were the most commonly involved in communicating with Amanda. It became necessary that Amanda’s parents initiated more interactive and play like conversations so as to trigger Amanda to speak more and more. There were scheduled periods for reading books, singing, playing word games and simply speaking with Amanda (Rachel Cortese, 2021). These strategies are used to help toddlers to build more and more of their vocabularies. Other skills used to assist was teaching listening skills and comprehension.

Amanda’s parents would often be found engaging Amanda through talking to her about what she is doing, what she is planning to do, what she thinks about something or simply asking her about the day. The books bought for Amanda were read repeatedly over and over again and parents would often pretend to be reading so that Amanda reads the familiar words. It was evident that Amanda was making huge steps in language acquisition. she successfully followed two steps instructions and increased her sentences. For instance, she would understand phrases such as ‘ go outside and bring the ball to mom’, or ‘go to the bedroom and bring me your sandals’. Amanda’s vocabulary was more than 50 and near a hundred. By the time Amanda was nearing 3 years of age, her vocabulary was more than 200 (Rachel Cortese, 2021). She would string together up to four words to form a sentence. Notably, Amanda would understand more than she spoke. Some words would not come out clearly, but she understood nearly all instructions. About 80 percent of Amanda’s language could be understood by her parents and those who interacted with her in one way or another (Rachel Cortese, 2021). Amanda by this time could use her language feely as can be seen in the way she engaged in question and answer sessions with her family and caregivers.

Amanda made an additional huge steps. She understood numbers and could count up to three objects. she also started to tell stories. For instance, she would tell what she has done during the day. She understood meaning of playing, sleeping, eating, going to mention but a few. Amanda then developed huge interest in learning her two names. She also developed interest in learning the names of her parents and the new sibling who had just joined the family. Although words are the predominant way through which Amanda communicated, her parents did not overlook the value of non-verbal communication. In order to increase Amanda’s chances of learning to communicate. For example, her mother would frown when Amanda made a mistake and smile broadly when she did something right.

In summary, there are a few notable strategies that Amanda’s parents used to increase and expand Amanda’s language acquisition; they imitated her words and sounds so that she could also imitate theirs, interpreted what she pointed by saying words aloud, they expanded and recasted her already acquired vocabulary, they often commented and described what they were doing with Amanda, responded instantly to her, ensured they took turns when speaking with Amanda and labeled praises (Rachel Cortese, 2021). These are just a few ways through which Amanda’s parents helped expand Amanda’s vocabulary and language acquisition.

Section 4: Amanda as a Preschooler

Amanda has continued to grow as a little girl, and she has had no developmental condition in her journey. As Amanda continues to grow into a preschooler, her skills too are growing. Just like with other children, Amanda’s progress starts and stops at some point. Her parents have noticed that she at times goes back to earlier stages for a while and later move forward. For instance, she would crawl like she used to as a small child. This did not go for long as she went back to walking normally.

Lately, Amanda has learned a lot of skills. She is learning to pedal her tricycle that was bought for her in the third birthday. Amanda is also learning to jump and balance her feet and she is finding it fun to do. Additionally, she has been crying using books, pens, crayons and drawing boards as she is learning to sketch and paint things. Amanda does not want her mother do some things for her anymore like feeding her, putting on clothes and shoes, teeth and hair brushing. She wants to do most of these things for herself and her mother is encouraging her to do this them.

However, there is also another particularly important aspect for Amanda, which is language development. This is also an aspect in Amanda’s life that is developing rapidly. The child’s oral language and early literacy growth acts as a basis for reading skills and general success in a child’s years ahead (Carol Scheffner Hammer, 2015). If children do not have good oral language skills, they are at risk of poor outcomes as they proceed in school grades. Amanda’s parents are already aware of this and they do a lot in helping Amanda learn English as this is the most used language in schools. But this does not stop them from speaking Hausa at home. They do not want Amanda to grow as a child with no identity. They understand that Scholarly language which is English is very crucial in her education and future career path, but Hausa will always identify her with where she comes from, Nigeria.

Children who learn two languages differ largely in their early involvements with their two languages. This makes them quite heterogenous in the language and early literacy skills they have when they join kindergarten (Carol Scheffner Hammer, 2015). Both of home and literacy abilities are very crucial to development of dual language learners (DLLs) long-term results. Amanda’s parents understand that a child learning two languages is very crucial. They understand that home languages are linked to the quality of affiliation in the family and to measures of mental adjustment (Carol Scheffner Hammer, 2015). The parents to Amanda also acknowledge that literacy-related abilities move across languages creating steady home language skills usable in gaining English literacy.

For instance, Hausa was very pivotal for Amanda in learning English. At first, Amanda was introduced to Hausa language. This later become important in teaching her English language as they would connect the two in teaching their child. for instance, they would show her things like cups, plates, cars etc., they would then tell her what such things are called in both Hausa and English. This way, Amanda’s ability to speak in English grew rapidly.

Just like in other Children, Amanda’s speech, and language progress advanced at start of three years. Her receptive language ability became more refined. She started to make subtle distinctions between objects and associations. By now, she is speaking quite fluently and uses good grammar consistently. But at this stage Amanda needs day to day opportunities to take part in activities that will help her to learn new skills or practice present ones in fun, motivating, and reassuring environments. Efficient communication abilities are crucial to the child’s self-expression, to their progress of social associations, and their learning. In preschool daily activities, a teacher must strategize and set in opportunities for teaching language and interaction abilities through the day. This is very important in encouraging language and communication.

A teacher must understand that their environment is critical in helping children learn. The starting point should be the reflection on the language and communication progress of the child in the class (Supporting the Communication of Children in Preschool: Language & Literacy Experiences, n.d.). The teacher could start by observing, communicating with families, developmental assessment and screening the information gathered, and queries on how each child is developing together with the concerns and discoveries they are making. For instance, it is important to know; language the child is speaking or learning back home, how do they communicate in different situations, how does the child communicate with friends and adults, what are the kind of books parents are using to teach the child, what are the writing experiences of the child among others.

This questions and together with collaborations with the families, will help the teacher in documenting and learning how each child advances in language and communication abilities whilst also reflecting other areas of growth, culture, and character (Supporting the Communication of Children in Preschool: Language & Literacy Experiences, n.d.). By doing this, the teacher together with the families will be able to have adequate information usable in planning for and enhancement of receptive environments as preschoolers acquire language abilities and be able to learn ever more complicated ways to communicate on what they require and want.

A classroom has an incredible opportunity to stimulate language and conversation in the preschool classroom. At school, there are numerous times for the teacher to motivate kids to speak, write, and read. Creating natural opportunities for communication will help in understanding all children in the class and ways in which they communicate. Once the teacher has all the relevant information they require, it is time to make decisions on experiences you need to offer. A teacher should think of day to day practices and experiences that happen in the classroom. The teacher should figure out the prospects for communication that are natural in such routines. For instance, during snack break, the teacher could ask the children questions regarding their favorite snacks, what their favorite meals are at home, or even have them participate in a conversation on textures, colors, or tastes of various snacks.

It is also important the teacher provide a language-and communication-rich classroom environment. For a teacher to have a language- and communication-rich classroom environments, he/she must consider various factors. For instance, he should play a responsive adult. The teacher should reply to the children’s language and build in their viewpoints and interests. The teacher should put more emphasis on the ideas of the children rather than their grammar. When children are not able to use words correctly, the teacher should form suitable language and continue the conversation. For instance, Amanda could say, ‘my mother give me a ball’’, the teacher should just say,’ it very good your mother gave you a ball. What is its color?’’

There should also be regular use of developmentally suitable models. Children require to listen, hear, and use language through the day. Using a language that is a bit higher than the current level of the child, promotes growth. For instance, for children of 3-years, the teacher could use sentences with three to four words and with easy vocabulary words so as to make sure that Amanda and other children understand and take part in the conversation.

Amanda and other children should also be provided with multiple chances to read and see books and print in the class. This should include reading regularly to children, marking classroom spaces or items, marking in unique languages representing the background of each child in class, rotating books and other materials based on the interests and experiences of the children among others. Family involvement should also be key. It is good to acknowledge that families like Amanda’s parents are the most important teachers and are crucial for the teachers’ work in preschool. Involving families in the communication of the child is very crucial in their learning.

In conclusion, Amanda is a child that has grown normally, and all of her development has been as expected. But it is worth noting that different children develop at different pace and there are age ranges for personalities. A child could reach a milestone earlier in the normal range while the other reaches the same later. Additionally, all children could have a tough day or week. Therefore, teachers and parents are advised to observe the child for few weeks before they decide the child has a possible delay.

All references and intext citations are revised in APA7 STYLE. !!!!!

References

Association, A. S.-L.-H. (2021). Activities to Encourage Speech and Language Development. Retrieved from Reading Rockets: https://www.readingrockets.org/article/activities-encourage-speech-and-language-development

Carol Scheffner Hammer, E. H. (2015). The Language and Literacy Development of Young Dual Language Learners: A Critical Review.

Gallagher, N. G.-N. (2013). More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute., 1-24. Retrieved from https://fpg.unc.edu/sites/fpg.unc.edu/files/resource-files/BabyTalk_WEB_2015.pdf

Mary L. Gavin, M. (2019, June). Communication and Your 2- to 3-Year-Old. Retrieved from Kids Health Organization: https://kidshealth.org/en/parents/comm-2-to-3.html

Rachel Cortese, M. C.-S. (2021). Helping Toddlers Expand Language Skills. Retrieved from Child Mind Institute: https://childmind.org/article/helping-toddlers-expand-their-language-skills/

Supporting the Communication of Children in Preschool: Language & Literacy Experiences. (n.d.). Retrieved from VIRTUAL LAB SCHOOL: https://www.virtuallabschool.org/preschool/comm-lang-development/lesson-4

Supporting Language and Literacy Skills from 12–24 Months. (2021). Retrieved from Zero To Three Organization: https://www.zerotothree.org/resources/1285-supporting-language-and-literacy-skills-from-12-24-months