Analysis of child-adult language interaction - Essay Example

Comments (0) Cite this document
ANALYSIS OF CHILD-ADULT LANGUAGE INTERACTION Name of institution: Name of student: Course name: Date due: Introduction Research indicates the way adults interact with children leads to the development of a significant role in children’s learning and development…
Download full paperFile format: .doc, available for editing
GRAB THE BEST PAPER98.6% of users find it useful
Analysis of child-adult language interaction
Read TextPreview

Extract of sample "Analysis of child-adult language interaction"

ANALYSIS OF CHILD-ADULT LANGUAGE INTERACTION of due: Introduction Research indicates the way adults interact with children leads to the development of a significant role in children’s learning and development. These studies reveal that in classrooms where teachers are responsible for guiding and nurturing children; the children tend to take more initiative and are usually more likely to be actively involved and determined in their work applied in specific learning areas (Hillman, 2013). There are many strategies that the educators use to analyze child-adult language interaction. For example, when adults participate in the games that children play, for instance, adults identify natural openings in the children’s game and join in at the child/children’s physical level. Or when adults converse with children as partners, for example, an adult should identify an opportunity and approach the child for a conversation on the activities that the child/children are engaging. Another strategy might be the use of encouragement, as opposed to praise i.e. the adult should make use of specific comments and objectives that encourage children to develop their descriptive language by thinking about what they are doing. Context Archer is a preschool age child with nice and gentle manners. Usually he does not talk much to teachers, but he is popular among his peers. He often plays in the home corner, and likes to dress up as a fire fighter. He does not communicate with his teachers much, even if he needs anything, he waits until teachers ask him if he needs anything. At the craft table, the children were drawing. Archer, who is 3.4 years old, drew a big oval shape on his paper. He drew little square shapes on the oval then folded the paper and put it in his bag. He went to play with the toys on the other side of the room. I sat next to him and asked him questions about the artwork that he had just done. My conversation with Archer Me – Archer, I was watching you when you did your drawing. What did you draw? Archer – I draw a rocket. Me – Can you tell me more about your rocket? Archer – Because I have a giant rocket at home. I have to drive it properly because I have to look at the instruction, because I don’t want to bump anyone. Me – So you are going to be an astronaut and fly in your rocket all by yourself. Archer – No, mummy and daddy and my blue sheep, they are going with me. Me – Where are you going to go on your rocket? Archer – To Fiji. Me – How long is it going to take you to get to Fiji in your rocket? Archer – 3 minutes, cause I am very fast. Me – Only you are going to drive? Not your daddy? Archer – No, I am going to drive, daddy don’t have the instructions. Me – So only you know how to drive? Archer – Yes, cause I beeped the horn and the people go out of my way and I can drive through and I can get out of gate with special key. Me – Do you have a special the key for the gate? Archer – Mama and pa (grandparents) have the special key. They gave me a special sticker. Me – Why did they give you a special sticker? Archer – Because they put it on my hand. Mama and pa coming with me. Me – Is your rocket big enough to take so many people? Archer – My rocket is huge. It’s like a dinosaur, cause it’s got spiky bits at the back like a dinosaur. Me – Where did you get such a big rocket? Archer – Cause I got the money to go on holiday Me – Where do you keep your rocket? Archer – My rocket is from the garage. Me – Is the garage big enough to keep you rocket in there? Archer – Yes, my garage is huge. I can put car and rocket in there. Me – What color is your rocket? Archer – It’s orange. Me – Do you think rockets are usually orange color? Archer – No, but mine is orange, I painted it orange. Me – Did you paint it by yourself, or did someone help you? Archer - Mummy and daddy help me. Me – Now tell me, when are you flying to Fiji? Archer – I fly tomorrow. I am going to take some sausages and this toy (Archer was holding small handmade soft toy. Me – How long are you going to stay in Fiji? Archer – Tomorrow after Fiji I go home. Me – Why do you want go home so soon? Archer – Next time I am going to make a rainbow rocket. Analysis of the child’s language Theories of language development are generally divided into six perspectives namely: behaviorists, atavists, maturational, cognitive developmental, interactions, neurobiologist (Fellows & Oakley, 2010). The examinations of several theories that are used to explain language progression among children remain of great significance not only to teachers, but also to parents and caretakers. Oral language is the foundation of future learning and writing. There is a correlation between vocabulary and reading comprehension. It is vital for teachers to create teachable moments when children are interested in something (video, YouTube). When the teacher sees these moments she should take the opportunity to help the child extend the interest. Showing genuine interest, and paying attention to what children are doing, and saying is an important way to model oral language. When I started the conversation with Archer about his artwork, he seemed very pleased to inform me about his rocket. He never stopped to think about his answers, as he knew in his head what he was going to do with his rocket and how he was going to “drive” his rocket. His pronunciation of words was clear, and the use of English intonation patterns, pitch, and stress were demonstrated in his answers. Towards the end of the conversation (7 minutes), he became distracted; his answers became more abrupt, and he seemed disconnected from the topic. There are a number of frameworks that can assist with the design of questions that contributes to thinking and the learning outcomes of children (Fellowes & Oakley, 2010). I used the questioning model developed by Marion Blank (1978). In his answers Archer demonstrated excellent use of sentence structure and vocabulary, although when answering to my questions he was extending his answers beyond my questions. Throughout the conversation Archer showed excellent receptive skills. Hill, S. (2012) states that children combine all aspects of language – phonology, semantics, grammar, pragmatics and vocabulary to communicate meanings. Hill, S. (2012) emphasizes the importance of acquisition of each of aspect of language necessary in the mastery of the other aspects of language. Archer showed the use of all aspects of language with a few grammatical mistakes. For example, when he was answering a question where the verb was in past tense, in his answer he used present tense of the verb. For instance, I asked “What did you draw?” Archer responded “I draw a rocket”. This shows that he understood the meaning of the term ‘draw’, but not its application in tenses. According to the chart of phases of language development, Archer’s receptive skills are right for his age. Three to four years old can understand a range of sentence structures, including questions that start with “who”, “What” and “where” (Fellow & Oakley, 2010, p. 121). His expressive language fits in his age category, for at his age, children talk about their friends, families, and places they have been. For example, Archer talks about his parents, grandparents, and Fiji where he went with his parents for holiday. As stated in our module Halliday (1985), in the book ‘Developing early literacy’2nd edition by Susan Hill suggests that there are seven functions of speech: instrumental, regulatory, interactional, personal, Heuristic, imaginative and informative. In his answers, Archer used informative function in the examples. During our conversation, interpersonal function of language was used, for instance, Archer answered my questions, by making statements such as “My rocket is from the garage”. These interpersonal skills develop more with the ability to communicate with their peers, teachers, solve problems, taking stance, making judgment etc. (Derewinaka & Jones, 2012). The ideational function was used by Archer to reflect on and reason about the garage i.e. “my garage is huge. I can put car and rocket in there” , about the speed of his rocket ‘three minutes, cause I am very fast’.Textual function of language was used by Archer to shape his sentences, so as to give grammatically correct answers; for example “Yes, my garage is huge. I can put car and rocket in there”. As we see in this dialogue Archer, has used the three functions of the language. As at Archer’s age (3.4 years), the three functions of language operate together. The main language function that Archer used is that of imagination where he pretends to have a rocket that only he can fly. This function enables him to visualize and express perspective. The child at this stage has an unlimited linguistic potential for learning about the world in interactions with others (Derewianka & Jones, 2012). Communication is crucial to belonging, being and becoming (DEEWR, 2009). The learning outcome 5 is about communication, literacy and numeracy. This is evident when children interact verbally and non-verbally with others for a range of purposes. This is evident when children engage in enjoyable interactions using verbal and non-verbal language. During my conversation with Archer, I tried to engage him in meaningful conversation about his painting. I corrected some of the words that Archer used without realizing that he was making mistakes, for example, when he says, “I have to drive it”. In the next question, I asked him, “are going to be an astronaut and fly in your rocket” with the intention of correcting his vocabulary. By restating and restating I can model correct grammar, clarify ideas, and show Archer that I am engaged in active learning. Thus, by providing unstructured time for talking and sharing of experiences, educators learn more about the whole child (Csak, 2000) (module). Adults have a tendency to adapt their language to the child’s linguistic abilities when speaking to young children. They speak in shorter sentences and make syntactic simplifications, for example, when I asked Archer: “Do you have a special the key for the gate?” Throughout the whole conversation my questions were short and directly related to his answers. The more language children hear, the more words they will learn and use. When adults participate with children in their experiences, the adults verbally pass on a message, convey information and guide children’s mental process (Fellows & Oakley, 2010). Adult’s role is very important to facilitate children’s learning. Adults scaffold children’s learning by getting involved in meaningful conversations and dialogues with children. Conversations and verbal interventions such as questions, prompts, redirecting statements and suggestions are effective scaffolding practices. Language development is shaped by life experiences and provisions to which children are exposed. I would not know about Archer’s interest in rockets, if I did not have the conversation with him concerning his drawing. I noticed the grammatical mistakes that Archer made during his conversation, for example, “daddy don’t have the instructions”. Archer was so much engaged in this conversation about his rocket that I thought if I interrupted him he would not say much about his rocket. However, I made some notes for myself to make more attentions on his sentence structures and articulation of some of the words he does not pronounce correct. I also learnt so much about his imaginary rocket and his love to fly on a rocket. I need to talk to his parents, ask them about Archer’s interest in rocket and discuss how we can together improve his language.When families and childcare professionals work in partnership, their combined knowledge of the child leads to decision making that genuinely reflects the needs and interests of the child (Bickley, 2008). Early childhood professionals have to keep in mind that it is in the social context in which educators and parents do things together, to establish a language learned by a child (Emmitt et al, 2010). Conclusion A study carried out by revealed that 75% of adults surveyed believe it is important for adults to have conversations with children; in that it promotes better understanding and a regular language progress where adults can follow and know if a child is developing their language abilities . Language functions are simply the purposes in which we use language to communicate through the use of specific grammatical structures and vocabulary. Through my interaction with Archer, I learned a lot about how children use language depending on age and cognitive development. For example, we can help a child learn a language by involving them in conversations based on their activities as this gives us a good opportunity to start a conversation. By doing so, I am able to know a child’s language level and their interest. Through this information, I can devise strategies that will enable me to handle the individual needs of the child. Future interactions can be improved for example, by making the interactions shorter so that a child does not get distracted or lose interest in the topic of conversation. I could also approach children during the early hours of the day when their minds are still fresh. I could also make the conversation better by showing interest in what the child says and asking more interesting questions that will stimulate the child’s imagination and help the child come up with more creating responses. It is important for adults to interact with children because it benefits a child to practice their language better than when they interact with their peers. References Bickley, M. (2008). Building a partnership with your child care service - A factsheet for families. National Childcare Accreditation Council. Retrieved from Department of Education, Employment and Workplace Relations [DEEWR]. (2009a). Belonging, being and becoming: The Early Years Learning Framework for Australia. ACT: Council of Australian Governments. Derewinaka B, &Jones P. (2012) Teaching language in context. Oxford University Press, Melbourn, ch.2 page 35 Elliott, A. (2010). Play and literacy pedagogies for preschool and early year’s settings. In M. Ebbeck & M. Waniganayake, Play in early childhood education (pp.67-88). Melbourne: Oxford University Press Emmitt, M., Zbaracki, M., Komersaroff, L. & Pollock, J. (2010). Language and learning: An introduction for teaching (5th ed.). Melbourne: Oxford University Press Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. Melbourne: Oxford University Press Hill, S. (2009). Developing early literacy: Assessment and teaching (2nd ed.). South Yarra: Eleanor Curtain Publishing Hill, S. (2012). Oral language In Developing early literacy: assessment and teaching (pp. 21-24). South Yarra Eleanor Curtain Publishing Hillman, C. (2013). Investigation: Literacy [EML302 Modules]. Retrieved November 18, 2013, from Charles Sturt University Website: Janet Fellowes & grace Oakley) Learning experiences and activities for speaking and Listening (page 160). You tube Read More
Cite this document
  • APA
  • MLA
(“Analysis of child-adult language interaction Essay”, n.d.)
Retrieved from
(Analysis of Child-Adult Language Interaction Essay)
“Analysis of Child-Adult Language Interaction Essay”, n.d.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF Analysis of child-adult language interaction

Child and Adult Obesity

...?Child and Adult Obesity In the past few decades, the world experienced a drastic change in life style due to globalization. The tremendous development in the field of science and technology has completely altered the way humans eat, work, communicate and travel. In the name of a more luxurious and comfortable life, human beings have reduced physical activity and subjugated themselves to machines. The degrading environmental factor also plays a significant role in determining our health status and affects our choice of nutritious diets. It may not be over exaggerating to call the contemporary human civilization as the laziest of all with a diet intake, which is essentially deprived off nutrients found naturally. One such outcome... . It...
6 Pages(1500 words)Essay

Language Development on Isolated Child

.... Cognitive Development of the Neglected Child Children learn the basic cognitive skills from interacting with their mothers (Saha et al., 2009). During this early stage, the child would identify her mother’s voice and subsequently the...
4 Pages(1000 words)Research Paper

Interaction Analysis

...?Interaction: Analysis The effectiveness of intercultural communication plays a very important role in societal integration. Having gone through the planning and the actual meeting, a lot was learned in the process. The meeting affirmed the intercultural communication theories previously learned throughout the course. The interaction entailed identification of cultural context, verbal and non-verbal codes with the intention of learning more about intercultural communication. The following is an elaborate analysis of the interaction with my acquaintance Mohammed. The meeting had begun at the preliminary stage where I had to arrange for the actual...
5 Pages(1250 words)Essay

Child Language

...have expected such an approach to be formulated very soon as a reaction against behaviorist explanations, with their complete neglect of meaning. But such was the stranglehold of behaviorism on theory construction that the semantic approach was not formulated for a long time. The behaviorist edifice succumbed only to the truculent attacks of Noam Chomsky. Chomsky's linguistic theory, transformational grammar, gave rise to an alternative approach to language (Chomsky, 1986). Chomsky as a behaviorist conceptualizes discrimination learning in language Discrimination learning ensues when adult use of a word conflicts with that of the child. The process will be somewhat as...
3 Pages(750 words)Essay

Language and Gender Interaction

..., the receiver of the message, is totally ignored in most cases, ibid. It is quite obvious that a student talking to a fellow student will not choose the same words as when talking to a teacher. Finally, most of the previous studies have centered on the study of adults mostly in their middle ages and above. This has created a data vacuum on younger persons who researchers tend to ignore. One reason given for ignoring them is that they are still in the formative stages of language use, Litosseliti, L., 2006. This assumption makes little sense since youths are known to change language altogether rather than sit back nicely and learn everything from their elders. Coining of new terms,...
11 Pages(2750 words)Essay

Interaction Analysis Paper

...Case Scenario I: !. Patient was admitted with CVA stroke 80 year old male lives by himself. He is independent. However he said “How I can I go home with headache and having numbness in both legs?” He asked to me. Goal of the Interaction: To evaluate the exact status of his ability to go home. Summary of Content of Interaction: The patient was asked to lie down on the examination table and relax for fifteen minutes. He was offered a glass of water to drink. Different points on his knees and lower legs were touched and he was asked to respond to queries about the areas where he feels the actual numbness. When he responded that he felt the numbness in both legs and not any specific region, he was explained...
2 Pages(500 words)Essay

Television and Language Development

...Hypotheses: The effects of watching television for young children are detrimental to language development. Parents have allowed their children to beexposed to more and more television under the age of three. Educational shows like Sesame Street, Arthur, and other PBS shows, along with less educational shows on Nickelodeon and the Disney Channel, are convenient for busy parents, daycare workers, and other caregivers. This creates a need in the child to watch television instead of interacting with adults. Especially when the child is left alone in front of the television from long periods of time, their language can be developmentally delayed. The caregiver/child interaction is important for a child to learn correct language usage... viewing...
5 Pages(1250 words)Essay

Child Language Disability

...chronological age. She communicates using both spoken as well as sign language. With regard to social skills, it is often observed that those interacting with a child with hearing impairment, often tend to ask more questions and demand short answers or replies. They often tend to correct the speech of the child continuously during conversations and / or request imitation. Actions such as these, hampers the basic essence of the conversation and discourages the child from engaging in any further dialog and in turn may also affect their psychological and cognitive skills. The absence of effective communication acts as a major obstacle in the...
15 Pages(3750 words)Essay

Child Development through Interaction, Observation and Conversation

...tried to transfer knowledge in real life football into the game so as to win. According to Piaget’s stage of cognitive development, second graders can be said to be concrete operational stage where they start to think more logically but also struggle with abstract and hypothetical concepts (Jacobi, Calamari & Woodard, 2006). This was seen with the child’s language capabilities which were translated into choice of books that were selected. This is because the child wanted books with more illustrations that directly translated the ideas they wanted to read about. Social-emotional Development: personal confidence, self-esteem, interaction, collaboration, moral development,...
3 Pages(750 words)Essay

Case Analysis - Political Interaction

...CASE ANALYSIS: POLITICAL INTERACTION Lobbying has been a topic of debate and controversy for a long time with different people having negative and positive perceptions on its prevalence as part of the core activities under the political interactions. However, even with the media houses and a large part of population against lobbying, corporations still engage in it as one of the most popular relations the corporate world has with the government. Court rulings make such an interaction possible with the summary conclusions that lobbying as free speech that has extensive protection from the constitution; however, there are multiple restrictions, in form of regulations limiting how lobbyists can appeal national administration... for Political...
3 Pages(750 words)Essay
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Essay on topic Analysis of child-adult language interaction for FREE!

Contact Us