Summary
According to the YouTube video by Amochi013 (2014, Jan 9), when babies reach 4 months, they have the ability to read and understand the movement of lips. These actions form the transition to the first stage of the baby’s language development (Amochi013 2014, Jan 9). In the bubbling stage, it feels like the babies are saying words, but actually, they are not. In addition to that, in this stage, on the physical appearance, one cannot easily tell what country the baby comes from; the identification can only be made at approximately 10 months.
When the baby reaches 10 months, the child begins to use phonemes from words they perceive from their households and not from others. The child then transitions into the one-word stage, where they only learn to speak one-syllable words and make sentences comprising of syllables that their family members are able to comprehend. On the two-word stage, just as in the text speech, the children only speak to their family language members on the phrases that are recognized by family members. Finally, after the two-word stages, the children begin to expand their phrases.
5 Conversational Instances According to CECE (2016, Jul 27)
- First Conversational Instance
- Child: Yellow!
- Beth: You have yellow on your shirt. There are two.
- Second Conversational Instance
- Beth: Deanna has yellow on her shirt too.
- Children: Shouting!
- Third Conversational Instance
- Beth Martin: What do you see?
- Children: Ojos
- Child: Los entidos!
- Fourth Conversational Instance
- Beth:…. stand for orange and black
- child: Tengo black
- Fifth conversational Instance
- Beth: What is going to be on the next page?
- Child: Yellow Duck
5 Instances that the Teacher Just Gave Instructions
The first instance is the use of visuals and picture cues, such as squared papers of different colors, for the children to identify the colors. The second instance is when Beth Martin plays with the kids, showing them how they can use their bodies to play, she dances as the children copy (2016, Jul 27). Thirdly, Beth Martin also shows the children how they can couple their language with finger play. During this, she taught them the labels for various parts of the body, from the toes up to the head. Fourthly, Beth would open a large book and ask the children to name what they were seeing, “What do you use to see?” Beth asks the Children (Martin, 2016, Jul 27). Lastly, “Beth:….. stand for orange and black,” she also asked them to stand for either black or orange color. Throughout the video, the children provided precise answers upon translation into their native languages by the bilingual teacher.
Oral Language refers to the foundation for future writing and reading. During this time, the teacher teaches the correlation between vocabulary and comprehension reading. A good instance is a teacher requesting the student to make eye contact with her.
Print Knowledge refers to the use of print to enable the child to understand nature, for instance, environmental print with all features labeled.
Phonological awareness refers to the act of hearing, identifying, and manipulating sounds in a language. For instance, Willoughby, Wallabee, wee. The elephant sat on me. Through this, children are able to hear and identify sounds that are similar.
Alphabet knowledge enables the child to understand the names, sounds, purpose, the symbol of the letters and how they can be used. For instance, showing the picture of a tooth on the big screen Tv and guiding the children in spelling it out.
Emergent Writing refers to the first attempt at a young child’s writing process. For instance, the use of sign-ins, and the children’s signs so that it can be known that they were present.
Vocabulary Development refers to the process where a child learns more words. For instance, when a child is babbling in order to achieve a meaningful speech.
Background knowledge refers to the amount of knowledge a child possesses on a subject as a result of their own life upbringing and experiences. A good instance is the use of vocabulary, which triggers a memory of a past experience.
References
Amochi013 (2014). Language development stages.
Martin, B, (2016). Strategies for supporting dual language learners in an early childhood classroom. CECE, Center for Early Childhood Education.