Case Study Language Development
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Added on 2021-06-18
Case Study Language Development
Added on 2021-06-18
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Case StudyLanguage Development (31 months)
PART BIntroduction Locke (1997) describes the developmental theory highlighting the formation of linguistic capabilitiesin children. According to this theory, the first phase is a stage where the learner learns from the caregivers. Through social learning a child learns to make utterances and stores up language elements. The formatio of syllables, phonology, morphological and syntax elements starts within the toddler stage. The above analysis os a child’s language abilities between 2-3 years reveals this development in accordance to the expected level of growth. from the above case study, it is evident that at 31 months, there is pragmatic growth in which the child is able to make use of language for social interactions. This discussion also presents the childs ability to engage the intellectual abilities through listening skills. Learners at this stage can make basic interpretations, formulate simple sentences and use language structures effectively. There is evidence of proper use of punctuation, grammar rules and two sentences. An intepretation of these language skills notes that the learner has strengths and weaknessess hence the caregiver is repsonsible for providing effective support to the learner. Locke’s theoretical model provides a framework for analysing this. It looks at the development phases such as utterance acquisition, social cognition, and language elements. The expected level of language at this stage is as shown in the figure below. From the image, a learner within the age of 18-36 months should be able to copy words from adults. At this level single word sentences like “No” and “yeah” are clear. The learner is also able to make simple sentences. Language clauses represent the critical grammar units namely the verbs, subjects and nouns. A toodler learner makes an attempt into the process with the stipulated language approaches. However, there are challenges sich as proper punctuations, grammatical patterns and tendency to ignore prepositions. This explains why some children may experience delays in the formation of first words,vocabulary and words. Signs of speech disorder include failure to use atleast 50 new words, inability to combine more than one words, and failure to form simple sentences. By this time, a child should
have the ability to make simple requests, command, listen, acknowledge and use unpoken words. Forexample, a child will be able to say “ Give me water”. This is a simple sentence with a verb, subject and noun. Poor sentences such as “give water” or incomplete sentences like “give” are a sign of a weakness which requires monitoring as the child develops. Policy makers understand that language development between 1-3 years shapes the futures. The Australian Early Childhood learning and development notes that at age two the child should be able to say and understand mpore words[ CITATION Vic17 \l 1033 ]. The system encourages the ususe of learning techniques in order to encourage learners to embrace language skills and sentence patterns. This is a stage when the learner has began showing a sense of imagination. Using creativity in language bears more fruit. Research into the reasoning ability of the preschoolers reveals that children at this level can comprehend and participate in directed speech (Rakocszy, Behne, Grafenhain, & Lohse, 2014). During this time the child has the capacity to corelate with real life situations. This means the ability to pay attention to the speaker, and respond effectively. Figure 1; Toddler Speech Development 18-36 months (Home Speech, 2018)
Therefore, the expected language development of the child compared to normative data features the expected level. From the case study, the level obtained shows strong areas and weakness. From Locke’s theoretical example, speech orientation does not start with language lessons but at infancy[CITATION Loc97 \p 268-269 \l 1033 ]. At this stage, the child is able to recognize facial expressions, and vocals. The social cognition comes in to support the learning process and the motor development. In the case study, the learner shows signs of responding to the caregiver with words such as “what has baby?”,” I love vegemite sandwiches” and “baby drinks lots”. From these sentences, it is evident that the learner is able to construct words starting with the noun, and incorporating with the verb and subject. Clause patterns such as “Subject Verb, Noun, Subject, Noun, and Verb” are evident. Although the sentences may not follow the expected patterns, an adult can grasp then idea behind the child’s sentence. However, lack of vocabulary explains the emerging weaknesses such as meaningless words like “vegemite” and “goed” expressed by the child. In the analysis, Sarah shows signs of string emotional development with the ability to present phrasesrepresenting self-expression. This includes the use of interjections like “Yum, Yum!”, “See!” and “Yeah!” This child shows an ability to use a mixture of different words such as “Oink. A pink pig”. This shows some knowledge of animal sounds and colors, which are signs of vocabulary development. The interpretation of this child’s language skills using a theoretical model breaks downthe grammatical rule to the level of the child’s development. This highlights it in terms of their behaviour, sensory processing, working memory, receptive ability and articulation [ CITATION Daw12 \l 1033 ]. Sarah has the ability to make simple conversations with an adult but she needs exposure for growth. One way to enhance her learning skills is through reading activities. There are course books designed for her age with role-plays and learner activities to polish Sarah’s language abilities.
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