Learning through Play for Babies, Toddlers and Young Children - Research Paper Example

 Learning through Play for Babies, Toddlers and Young Children Abstract Mother tongue or mother language is widely considered to be first or native language that a child learned at home most specifically with their parent. This at times can be more than on one language for children growing up in a bilingual home; such a child can have more than one mother tongue or native language. The review of the many insights and findings has concluded that mother tongue can be easily acquired without the needs for formal or structural educational setting. The first language of a child is part of their personal social and cultural identity. JR Tolken (1955) states that native languages suggest the reflective and learning of successful social patterns of acting and speaking which are responsible for differentiating the linguistic competence of acting. There has been an argument that there is no such thing as native speaker or mother tongue, however, it is important to understand what it means to be a non- native language and the connotations that this can have on child’s whole life development. This review adopts a case study methodology to assess the fundamental analysis and examine the significant impact of early childhood environment for acquiring a second language. Second Language Acquisition (SLA) is the process through which a child acquires his/her second language through naturalistic context interacting with peers and adults. Gas & Selinker (2008) describes second language acquisition as a process that can be divided into five stages: Preproduction, Speech emergence, Early production, Intermediate Fluency as well as Advanced Fluency. These stages will be closely studied within the context of the essay to suggest the impact of SLA to childhood development in the classroom setting for efficient and effective communication within the larger society. Introduction Due to the confidentiality reasons, the child discussed within this report will be named as “Child A”. Child A is three-years-old and observed during the visits at the pre-school centre where Child A only attends for morning sessions starting from 9:15 until 11:45. Child A was born in the United Kingdom into a Polish family and spent all of her life with Mum and Dad. Settling in pre-school for child A was a challenging task as a result of not being able to excel in the English language which as a consequence resulted in Child A’s inability to interact with the main teacher and other children in the class. Child A.’s favourite T.V programmes are Peppa Pig, mister maker and Fireman Sam. Child A started her pre-school in September 2014, where transition had a major impact on her life. The transition from child A was a key event during that time. Moreover, her experiences at that specific period of her life also caused several issues. Transition from child A is linked to the changes in her activity, status, role and relationship as well as associated changes in the use of the physical and social space. The settings Child A attends is situated in one of the most deprived wards in England (Manchester city council) where geographies of diversity in Manchester can delay Child’s A ability to communicate in English. Research claims that at least 153 languages are spoken in Manchester. Manchester is a city in the United Kingdom and located within the Greater Manchester. The population of this city is approximately 514, 417 (Paton, 2015). Manchester is the second most populous cities in the United Kingdom. However, according to the Telegraph (a British news magazine); due to the high number of immigrants, one out of ten pupils speaks English as a second language. This paper further states that young children who speak English as a second language have significantly increased by 54,000 in the last year (Paton, 2015). Moreover, since the 1990s, preschool children have doubled as stated by the department of education. Due to this rise primary schools need to be built since the yearly intake of the primary student, in general, is approximately 250,000 (Paton, 2015). This has been accelerated by the high number of English spoken as a second language and passed the one million. Research stated that bilingualism in Manchester makes it an exotic city in Europe, two third of Mancunian children are bilingual. Bilingualism is the capability to utilize two languages; bilingual speakers have been present in England for many centuries (daily mail, 2012). The exercise of a language apart from English in everyday communication still tends to be regarded with indifference, antagonism or hostility. Bilingualism is often regarded as a current issue that has to do with the perception of the immigration in the country. The recent introduction of a test of English before you acquire British citizenship is a result of the increase in immigration from the non-English speaking countries; this is to encourage an immigrant to learn English (Iain, 2004 pg 201). Literature review However, the transition from Child A can also be linked to vertical transition. The vertical transition is a key change from one state or status to another often associated with upwards shifts (e.g. from home to nursery). Supporting Child A’s transition process could have positive or negative impact on her due to her close interaction with her parents. Fabian and Dunlop (2002); Dunlop and Fabian (2003) propose that the way in which transitions are experienced not only causes major obstacles to adapt to life in the early months of a new situation, but may also have a much longer impact. This is because the extent to which they feel successful in the first transition is likely to influence subsequent experiences. During the support given to children through transition, it is important to know how each transition may have different demands on Child A. For Child A to move from home environment to a pre-school setting, she will face new cultural settings, this involves having to learn new rules, new routines and adopting new roles. Equally, strategies aimed at supporting Child A’s transition need to reflect the emotional impact of her transition. Many settings tend to encourage children to visit the place before the start actually happens to familiarize them with the new environment, routines and types of activities (LTS, 2007). Dowling (2002) has given special importance to the need for the practitioner to be proactive in supporting Child A during periods of transition rather than waiting until she shows a sign of distress. The research examines the importance of friendship in easing Child A’s transition. Miller, Cable, Gill (2009) explain that friendship groups will help Child A to settle in a new environment. Personal, social, emotional development determines how soon the Child A will settle down and adapt to a new environment. According to early years in Child A’s life, development plays a key role including personal, social and emotional development which can be described as one of the building blocks of success in life. Personal social and emotional development will support Child A’s development by helping her to interact effectively and develop positive attitudes towards herself and others. However, supporting Child A’s self-confidence and self-awareness will enhance her confidence such that she will be able to express her own ideas. This will help Child A to feel valued, special and feel a sense of self-worth. In addition to self- confidence, Child A would manage her feelings and behaviour; understand her own feelings and other children’s feelings. It could also link to how she learns and can follow simple rules. She needs support to understand these challenging areas. Despite this, making a relationship for child A is more important for her social development and settling in the context of enhancing and supporting of her language. This aspect supports children on how to get along with other children; how Child A sees something different from other children’s’ point of view and takes that into account when she interacts with other children. Interaction and play are very important in transition as children have opportunities to play, which in turn influences learning and boosts social competence to cognitive benefit. According to the Bowlby theory of attachment, during the transition, children will use attachment behaviour such as crying or calling out and reaching out to enable them stay close to primary care. Young children like Child A need attention, care and kind affection in order to flourish and respond to efforts and enhance their development. Moreover, the importance of play in the transition to school for Child A is an important aspect of her settling into a new environment and getting to know people outside of her family. Through the process of play, Child A can be observed to establish what she knows, what she can say, what she understands, what she understands through sign (non-verbal).Building intimacy relationship with Child A will support a quick settling for her because warm and responsive relationships are of great importance in supporting her learning and development. She can be supported through a good relationship and bonding which can be provided by the key worker. A key person is a practitioner with responsibilities for supporting the child to feel safe, secure and cared for. The key person responds to the needs of Child A’s feeling and emotional needs, giving reassurance developing an attachment that bonds Child A to the practitioner. The early years matters informs us about record of development and care that are created and shared by the key person, close bond between Child A and key person will allow conversation to get really to know the child well. Children need attachment and bond for them to be safe in the relationship they have with their key person, being emotionally attached to an adult helps them feel secure that the person they depend on is there to support them. More so, when children feel secure with the key person, they are inclined to try to explore and engage in more activities within the settings. This makes them be more independent. The attachment influences a Child’s immediate all round development and future relationship. Learning a second language for Child A’s outside the home setting is essential for communication purposes, but the existing language should also be acknowledged. Research claim that the learning of a second language leads to interference between the first language. Regardless of their first language, children acquire second language with all kinds of mistake (Dulay & Burt, 1973).Usually, Child A is more confident to use the home language to express feelings and communicate with other peers and adults. Sometimes lack of competence in spoken English in Child A may indicate a lack of understanding and, as a result, Child A may choose not to speak and express herself. Child A goes through a ‘silent phase’ during her stay in the setting where she wants to be alone due to inability to exchange words with peers. The silent phase period could last for a few weeks, or it can last for months, during this period, Child A is just listening, but not learning or this is a time when learning is taking place. Research claim that young children learning a second language has shown that Children absorb the new language at this time and build up their comprehension (Clarke, 1996). Language development analyses how Child A express her emotions, good language skills will facilitate adjustment to social dynamics with her key worker and peers. The practitioners within the setting of which Child A attends carefully observe and reflect upon each child’s individual likes, interest and abilities and tailor their planning and learning outcomes to reflect this. Nutbrown (2011, pg 20) explains ‘all children have their own individual learning and their patterns of learning make up of this learning styles’. Nutbrown describes this pattern of learning as being a child’s ‘schema’ and continues that children ‘need professional educators who are much involved with children’s play to encourage cooperation, individual potential and positive development of children’s interest in a climate of mutual discovery, learning and support’. In the case of Child A, the key person supports her language development through one-to-one reading sessions in the sensory room. Research suggests that children access to learning and development through social interaction. Vygotsky argues that language starts with an external speech in the context of social interaction with others. He further discusses the monologue or overt inner speech and inner speech or verbal thought that develop later through social interaction. In addition to Vygotsky’s language development, the child use of language is in response to and directed to the outside world. In Child A’s case, the senior practitioner decides to combine the two perspectives developed by the Russian psychologist Lev Vygotsky and Swiss psychologist Jean Piaget. Jean Piaget’s perspective leans closely to Noam Chomsky’s perspective in that she believed a child is born with the necessary materials that enhance language acquisition (Brain & Mukherji, 2005). Therefore, children learn through an action that they explore in their minds. In relation to this Piaget believes a child should be actively involved in things like play as this is how children are designed to learn. Just like Piaget, levy Vygotsky believes that children learn through social interaction (Brain & Mukherji, 2005). For example, a play is good for children because the feedback they get from their peers is enough to teach them and the help accorded by their peers makes it easier to learn than imitating adults and being given instructions. This Russian psychologist further states that children learn quickly by watching their peers, internalizing this observation and solving their problems. Vygotsky emphasizes that for better results, practitioners should teach children through a method called scaffolding. This is where a practitioner gives directions or instructions to a child that will yield the necessary learning outcome but gradually shifts the responsibility to the child without them noticing. During Child A’s session in the setting, a practitioner supports the case with non-verbal indicators of confidence due to the inability of communication in English. Upon Child A’s arrival to pre-school, Child A sits in front of the white board and plays with animals or any transitional object brought from home. Language theories tended to focus on spoken language and ignored the important part played in language development of the role of a non-verbal indicator of confidence, body language and gesture. Due to the inability to communicate with spoken language because of not being able to translate the language Child A speaks, Child A responds with a gesture and body language. Language plays a very significant role in the lives of children and any other person. In fact for Child A, the language will play a bigger role in her life. First, the language will ensure that Child A can better understand her learning (Orloff & Lawson, 2009). Child A’s key worker engages in different activities to explore Child A’s awareness of understanding. Children’s readiness to speak is based on the response to a thought expressed by the adult. It has been stated in the EYFS development matters about the positive relationship built on key person relationship. Practitioners within the settings work in accordance with Reggio approach (2007), which allows children to make more independent choices, and are able to play and work with others. Reggio further states that the role of the practitioner is to plan the starting point for the children to explore and provide open-ended resources that will encourage Child A to develop thinking and ways of learning. Moreover, a practitioner watches and listens to what Child A does and says, and uses their observation to guide and extend Child A’s learning. In addition, the practitioner encourages Child A to play a lot with the other children more with the native English speakers. Play is important because it means that Child A will be socializing with the English speakers a lot, and they will influence her English too (Holt, 2009). Furthermore, playing with English speakers adds more vocabulary or new worlds and their meanings to Child A in an easy learning mode and not in a classroom setting. During the free play time, Child A demonstrated a linguistic and social competency indicating her willingness and readiness to acquire English as a second language through exploring different things. Chomsky (1957) proposed the best-known and accepted the theory of language acquisition, termed language acquisition device. Chomsky is of the view that a child is not born with blank; rather he/she has the linguistic tendency to acquire the language of his/her society. This linguistic bequest has been portrayed as the language faculty or language acquisition programme. The language faculty gives the child a set of courses for developing an interior grammar of his language on the foundation of the speech input, that he gets from the adult speaker of the language. The family and the setting the child attends situated in a deprived area wards in England (Manchester city council 2011). Hartshorne (2006) tells us there is evidence that suggest children living in deprived areas are more likely to experience language difficulties. Needless to say, the support one receives from their peers or relatives is crucial at the time to face any challenge. The same way occurs when learning another language. As Pishghadam (2011) claims, aspects such as the presence of two parents at home, parent monitoring and their involvement in education are sources in charge of providing the necessary input they might need in their academic achievement. In order to ascertain Child A’s language and communication development was impacted positively by the pre – school environment, a direct observation of Child A is required for socio dramatic play, table activities and conversation with adults. During the free play time, Child A demonstrated a linguistic and social competency indicating her willingness and readiness to acquire English as a second language through exploring different. Chomsky (1957) proposed the best-known and accepted theory of language acquisition termed language acquisition device. Chomsky is of the view that a child is not born with blank; rather he/she has the linguistic predisposition to acquire the language of his/her community. This linguistic bequest has been illustrated as the language faculty or language acquisition program. The language faculty gives the child with a set of processes for developing an interior grammar of his language on the root of the speech input, that he gets from the adult speaker of the language. The family and the setting the child attends situated in a deprived area wards in England (Manchester city council 2011). Hartshorne (2006) tells us there is evidence that suggest children living deprived areas are more likely to experience language difficulties. Needless to say, the support one receives from their peers or relatives is crucial at the time to face any challenge. The same way occurs when learning another language. As Pishghadam (2011) claims, aspects such as the presence of two parents at home, parent monitoring and their involvement in education are sources in charge of providing the necessary input they might need in their academic achievement. During Child A’s session in the setting, the key worker observes and documents any form of engagement in any activities. Working with children as a practitioner, one should develop the skills of observing children. The six common assessment frameworks are incorporated within the observation. The CAF builds the familiarity with the basic method of observing Child A. Observation plays an important role for Child A to measure the level at which she understands. EYFS (2008) clearly states that an observation, assessment and planning are central points of practice within the early years of setting. Observation is a methodological tool that is in the hands of practitioners to address Child A’s development. Child A’s emotional, social, cognitive, and moral awareness are all crucial to her progress, the role of the settings is to ensure Child A is supported in a conducive environment where Child A could learn English without ridicule and harassment. The practitioner should also guide Child A into the easiest and fastest channel to learn English as a second language. The practitioner’s role is also to talk to the people who interact with Child A and provide recommendations on how Child A can be aided in her quest for English as a second language. The practitioner was also there to develop and monitor Child A’s progress, areas of difficulties and areas of interest to find solutions for them. The practitioner alone cannot achieve the targeted results easily; she needs help from people who interact with Child A. The practitioner suggested that there should be a meeting with the parents of Child A and here she discussed the ways they could help Child A to acquire English as fast as possible. The practitioner suggested role-played like Child A can pretend to be a mother and give out instructions to the mother and father (Fletcher & Garman, 1986). This will help build Child A’s vocabulary since she will try to use adult words she has had her parents use. The practitioner finally suggested that Child A be allowed to take home English storybooks, encouraging her Mum to engage in more reading. Reading the interesting stories can build up her vocabulary while adding knowledge and eventually to be more interested in. Methodology There are many research methodologies used by various researchers to bring out their findings and recommendations such as experiment method, observation method, and surveying and sampling method, etc. This report adopted a case study method which is an ideal methodology when a holistic, in-depth examination is required (Feagin, Orum and Sjoberg, 1991). ‘A case study is an examination of a specific occurrence such as a program, a person, an event, a process, an institute or social group. For the purpose of this research, the qualitative approach has been used; qualitatively rely on typical first-hand observation of their ways of acting, believing and feeling. In addition, participant observation was adopted in the research for the purpose of Child participating in activities (Boston, 1943). Observing Child A by the practitioner aims to meet her needs and take into account the next planning and activities that will enhance her language development. The case study method was adopted due to its specific advantage over other research methods because; it can examine a case in order to get a closer or first-hand understanding of it. It encourages and enables direct observations and data collection in natural phenomena. This has been significant with the needs and suggests detailed information required for this subject matter. Due to the descriptive or explanatory question of this topic, a case study has been very significant in addressing the research findings and questions. The method has supplied us with first-hand understanding of people and events which is significant to this report. The case study has given an insight to further investigation; more detailed and rich qualitative information are provided in the case study. Because of the qualitative gathering of data analysis, some limitation was encountered during the observation such as time. Time constraint was a major limitation in gathering data. Child A attends the morning session which is three hours. According to the theorist of case study research Yin (1984), the qualitative research lends itself to theoretical generation and generalization. It further suggests that new interpretation and concepts or re-examine earlier concepts and interpretations in major and innovative way. Gaining Ethical approval for the study was in accordance with the policy and procedure of the settings (see Appendix), I put forward my proposal to the settings Manager and team leader. Atkinson (2009) tells us that qualitative research poses minimal risk to participant Child A. The case study style approach has support confidentiality of the instrument of observation. This has been consistent with the Child A under observation requirement by the authority of the school that granted the permission to observe child A. As a process of mutual understanding of the case study observation, there has been an exchange of consent form between the school authority and research which validated the case study requirement of understanding the sensitivity of the process outcome. Results The Benefits of good early year’s provision Effective observation and reflection in Child A’s learning and development and support by the key person and the settings have enabled Child A to progress in her language and communication skills. Although Child A’s playing time with other children are limited, she at least plays alongside her non-English speaking friends. Her relationship with the key person and another practitioner within the setting has supported her personal, social and emotional skills helping to build her confidence and self-esteem. The setting has demonstrated the framework for every child matters in accordance with her support to enhance her language development. Child A now explores different areas such as mostly setting in the home corner and building up her confidence and self-esteem. Child A’s key person with the support of other practitioners in the settings who work tirelessly to support and observe her understanding through engaging in different activities can confidently say she has improved her communication observing her sing along the nursery rhymes during carpet time. Benefits of observation: As part of Child A’s ongoing recording and monitoring system in the settings she attends, it is evident (see appendix) that she has a good knowledge and understanding with the help of a sign language or showing her example of what the practitioner wants to do with her. It has also been observed that Child A is beginning to attend the carpet time to sing along with other children. The importance of observation has been clearly stated in the foundation stage guidance (QCA, 2000) and code of practice (DFES, 2001) that in order to identify a child’s competence level, the practitioner relies on observation skills mastered, which then inform you about the future planning. The settings are where Child A attends and observes to respond to her appropriately through a well-planned and well-organised learning environment to enhance her learning and development. Parent as Partners: Evidence shows that settings support the needs of Child A through working in partnership with her parents. Involving parents in the education of their young child is a clear objective of the EYFS. It is good to understand that parents are the first educators of their child. Partnership with parents has enhanced Child A’s progress in terms of her language development. The benefit of inviting Child A’s parents into the classroom is to learn how the settings function in addition observation about Child A can be exchanged between staff and parent informally between staff and parent and showing assessment developing mutual understanding (Moriarty and Siraj, 1998). However, the parent and partner policy is taken seriously within the setting and their response to this policy is to welcome parents into the settings to witness the provision that is in place with regards to promoting good language and communication skills. The setting put in place in a session, which is called ‘kick start’, encourages parents to stay and play with their children for some minutes to enable parents to have a view of how and what their child engages in. Analysis and Conclusion: We can see that the setting’s aim is to improve the Child A’s learning and development through diversity and equality. There are four major circumstances that need to be satisfied before learning can take place. The child needs to be in a state of emotional wellbeing and secure, the child needs a positive self–identity and self-esteem, the curriculum must be social/interactive and instructive and the child needs to be cognitively engaged. The settings where the Child A attends, therefore, incorporate equality and diversity in recognizing the cultural differences of the individual child and promoting diversity within the settings. Child A only attends the settings for morning session, which she has made a significant progress moving from the whiteboard where she sat on her arrival to explore different learning areas through the positive relationship has built with Child A recognising her need to enhance her learning and development. However, Child A gradually joins in to sing the nursery rhymes during carpet time. In conclusion, Child A needs to acquire English as a second language which is steadily progressing since as per now she has good understanding of English words. Second language acquisition and learning refer to any language gain in addition to the native tongue. The acquisition is a natural and intuitive process while learning is a deliberate tactic to grasp a language (Second Language Acquisition). The acquisition is an unintentional and instinctive conduct toward which the individual is oblivious. Children are able of impulsively acquiring a language while learning is a purposeful process attained with effort. Language structures exist in the human mind, in the form of language design in addition to configuration and act in response to rectify errors. According to research by Krashen (1981), language learning needs correctly guided instructions and are less effectual or fairly incompetent than acquisition. The pace and ease of acquisition and learning a second language is complex and include internal and external factors conditional on Child A’s characteristics. The level of cognitive development, social-economic status, cultural background, personality, together with age and motivation are the most disputed collective factors acknowledged. Some researcher Gomleksiz (2001), suppose age and inspiration could maybe be the most imperative factors in learning a second language. Inspiration is implied to be one important feature of second language acquisition. It would be simple to categorize the motivation into two main categories; integrative and instrumental. Integrative motivation is more dependent on the learner's hopefulness and state of mind towards learning. Whereas instrumental inspiration is more restrictive on practical, social or economic reward towards what the learner desires to achieve. Both forms set up the correlation towards the achievement of the second language acquisition in addition to learning. In his research Norris-Holt (2001) concludes that there is no indecision about inspiration being one of the most critical factors in second language acquisition as well as learning. It has been shown that stable relationships with a caring adult are essential to healthy human development (the national scientific council on developing the child, 2006). Early secure attachments contribute to the growth of broad range competencies, counting a love of learning, a contented sense of oneself along with constructive social skills. Recommendations: The practitioner has exchanged her views and analysis regarding Child A’s language development about her observations. She feels that it is best that Child A needs to be encouraged in engaging in more activities with her peers in order to support her personal, social and emotional skills to build more confidence and self-esteem. As Child A gradually picks up her confidence, she explores different areas such as playing with sand, creative areas and mostly the home corner due to the small world area linked to her interest in animals. More opportunities should be given to Child A to have an excellent relationship with the key person and other children through appropriate activity that will enhance her language development. In addition, more emphasis should be put on the early years of the foundation stage within the school environment. This should take the approach of individual learning that Child A’s setting demonstrates allowing flexibility to the curriculum to take into consideration of the child. References BBC.co.uk. (2013) Census data on languages in Manchester is ‘WAY OUT’ Brain, C., & Mukherji, P. (2005). Understanding Bruce, T. (2011). Learning through play for babies, toddlers and young children. London: Hodder Education. Brudenell, I. (2004). Early years Care and Education. Oxford. Early years statutory frame work (2014). Retrieved from http // www.foundationyears .org.uk Feagin, R.J, Orum, W .A & Sjoberg (1991). A case for the case study: North Carolina. Fletcher, P., & Garman, M. (1986). Language acquisition: Studies in first language development.Cambridge: Cambridge University Press.Holt, J. C. (2009). How children learn. Cambridge, MA: Da Capo Press. Flick, U. (2011). Introducing research methodology: A beginner's guide to doing a research project. London: Sage. Foundation for Quality. The independent review of early year’s education and care qualification final report. Nutbrown review 2012. Goddard, W. & Melville, S. (2004). Research Methodology: An Introduction, (2nd ed.) Oxford: Blackwell Publishing. Gulati, P. M. (2009). Research Management: Fundamental and Applied Research, New Delhi: Global India Productions. Lamy, M.-N., & In Zourou, K. (2013). Social networking for language education. McLaughlin, B. (2012). Second Language acquisition: Volume 2; school – Age Children (2nd ed). East Sussex Moyles, J. (2005). The excellence on play (2nd ed.).Berkshire England. Mooney, C. (2000). An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky: Theories of childhood. Yorkton court. Miller. L & Devereux, J. (2007). Supporting Children’s learning in the early years. Routledge, New York. Orloff, D., & Lawson, J. E. (2009). Hands-on English language learning: Early years. Winnipeg, Man: Portage & Main Press. Paton, G. (n.d.). More pupils speaking English as a second language. Retrieved April 10, 2015,from http://www.telegraph.co.uk/education/educationnews/10152869/More-pupils- speaking-English-as-a-second-language.html Philp, J., Oliver, R., & Mackey, A. (2008). Second language acquisition and the younger learner: Child's play? Philadelphia: John Benjamins. Pahta, P. (2010). Social roles and language practices in late modern English. Amsterdam: John Benjamin Pub. Co. Tabors, P.O. (2009). One child, two languages; A guide for early year childhood educator of children learning English as a second language. (2nd ed). Cambridge. Thornton, Linda. & Brunton, P (2007). Bringing the Reggio approach to your early years practice. Routledge London and New York. Wiles, R. (2010). What are qualitative research ethics? Bloomsbury Yoon, B., & Kim, H. K. (2012). Teachers' roles in second language learning: Classroom applications of sociocultural theory. Charlotte, N.C: Information Age Pub. Read More