Scribd
Upload
84 views3 pages

Document 3

The document summarizes and compares two videos showing the development of practical skills in 2-4 year old children. In the first video, children spoke nonsense, stated what they were doing, and answered simple questions. Their conversations focused on actions and emotions rather than casual talk. In the second video from Mrs. Kilmer's class, subtle advances in language skills were observed. Two children, Jake and Elizabeth, engaged in more extended pretend play and conversations where they discussed topics, expressed ideas, and implicitly requested actions from each other, demonstrating developing language abilities in 2-4 year olds.

Uploaded by

Aruna Sri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
84 views3 pages

Document 3

The document summarizes and compares two videos showing the development of practical skills in 2-4 year old children. In the first video, children spoke nonsense, stated what they were doing, and answered simple questions. Their conversations focused on actions and emotions rather than casual talk. In the second video from Mrs. Kilmer's class, subtle advances in language skills were observed. Two children, Jake and Elizabeth, engaged in more extended pretend play and conversations where they discussed topics, expressed ideas, and implicitly requested actions from each other, demonstrating developing language abilities in 2-4 year olds.

Uploaded by

Aruna Sri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

1

In both videos, the development of practical skills between the ages of 2 and 4 is clear. In

Beckett's classroom, children often spoke nonsense and made statements to adults about what

they were doing or were going to do (Long, 2009). Some were asked questions by adults and

provided simple answers, and many expressed their enthusiasm (Long, 2009). Lots of

"Look!" And "I'm going ..." and "I'm going ..." children often went to adults and thought

they saw what they did, talked about the booze they made and the dots on their clothes, as if

adults knew what they were doing. They were talking about, at the moment, much of their

conversation is about chits, monologues, expressions of silly words, sounds, and emotions

(Owens, 2016). There was little casual talk between adult and child, maybe one or two twists

at a time. Also, the few predictions of the children were not very descriptive in their speech

and gave little information about the shared topic.

In the video from Mrs. Kilmer's classroom we can see the subtle development of the

practice. First, It' s entirely set around a role-playing game between Jake and Elizabeth,

which we did not see in the first video. Coincidental conversation between Jake and Elizabeth

is noticed when Jake and Elizabeth introduce a topic and share exchanges about that topic

(Our Savior Marlette, 2010). They do not have very long conversations before moving on to

the relevant subject, but we can see that they take at least two turns and sometimes more. In

their conversation about tourism and their baby toys, they express foresight. At this age, with

prognosis, children will usually exchange the most important information first and find that

they do not need to repeat it in the conversation because they have a general understanding of

the topic (Owens, 2016). We also see the control of purpose and the functions of

representation in their interactions. Elizabeth often tells Jack what to do so they can play by

telling the teacher to move from their desk once (Our Savior Marlette, 2010). Finally, we also

see the use of sample auxiliary verbs in indirect requests such as "can", "may" and "can"
2

(Owens, 2016). Jake and Elizabeth both lead to action by trying to implicitly ask the other if

something needs to be done.


3

References:

Owens, R. E. (2016). Language development: An introduction (9th ed.). Upper Saddle River,

NJ: Pearson Education, Inc.

Long, C. (2009). Last day at his first school [Video file]. Retrieved from

[Link] v=vhT9njtlR64

Our Savior Marlette. (2010). Mrs Kilmer’s 4yr old class playtime [Video file]. Retrieved

from [Link]

You might also like