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Language Acquisition: Bases for Development

Published on Jan 29, 2016

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1.

Language Acquisition: Bases for Development

S. Michelena CSC SPED 439II
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2.

Suggested Activity #3

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Observe a parent & child in a natural setting. Observe their interactions noting verbal and non-verbal expressions.

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a. Who takes the lead in the interactions?

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The mother, Stephanie, took the lead in introducing a baby doll to her daughter, Tatum
age 2 1/2.

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The roles changed as the interaction continued.

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Tatum took a lead role in changing the doll's clothing and requesting help with the activity.

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When the play was about to conclude Stephanie again took the lead. She guided Tatum to clean up.

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b. What does the parent do to alter spoken language to the child?

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Stephanie's voice was higher pitched when playing with Tatum. She appeared to enunciate her words more purposefully.

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Stephanie's word selection appeared very deliberate as she used colors and textures to describe the doll blankets.

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c. What do the parent and child talk about?

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The parent and child talked mostly about the needs of the baby doll as well as some things that Tatum's six month old sister likes.

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Reflections

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15.

The words of the mother appeared to be an attempt to guide as well as teach her daughter.

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The mother's nonverbal actions included pointing to the object when talking about the blue blanket.

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When talking about how soft the baby blanket is the mother touched it with her hand.

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Tatum copied the actions of her mother as she touched the blanket.

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The child tended to mimic the words and movements of her mother.

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The mother kept Tatum in clear view when talking to her and attempted eye contact.

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Tatum did use some eye contact, it was not as often as her mother did.

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Although I noticed a higher pitched voice used by the mother when talking and a sing-song rhythm, I did not notice baby talk word usage such as "blankie".

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The interaction between Stephanie and Tatum seemed similar to an example described in the text.

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When reading Table 3.1 on page 39 after the observation, I noted that Stephanie used all nine characteristics of Motherese listed.

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References:
Kuder, S. J. (2013). Teaching students with language and communication disabilities. New York: Pearson.

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