Child Observation: Language Learning and Development Essay -- Theory o

sign Observation The child I observed for this project was Reza. Reza was three long succession and ten months old when I observed him and took the language sample. Reza has an older brother. Reza attends Martin Luther magnate Daycare and is on his churchs soccer league. I met Reza two times prior to taking a language sample. We met at a gym the first time. Reza was a little shy, precisely it did not break down but about ten minutes. His mom instructed him to stay with me while she had her workout. We discussed fishing, hunting, and a game on his mothers phone. I stayed with him about 45 minutes in the gym, and visited about 15 more outside. I had my mark with me, and I let her play with him, which he seemed thrilled with. The next time I saw Reza, he was at his mothers veterinarian clinic. He remembered me, and unavoidable no prompts to engage in conversation with me. He was happy to see my dog again, and gave her hugs and words of encouragement. Reza has a very extraverted personality, and was very happy to talk with me both times. by and by two visits, I felt we had built a sufficient rapport, I made arrangements to playact with him to obtain the language sample. Rezas parents are both very spry in engaging him with other children his age. They spend family time together, and they both measure education. Student-Child Interaction When I met Reza for the first time, he was with his mother, at the gym. His mother asked him to prevent me company, and after a very short period of time, he began sacramental manduction stories about his day with me. After a while, Reza decided he needed to work out like his mom. He ran laps through the gym for me to observe. After the gym we talked outside, where Reza use a stick to fish a tack together of debris out of a hol... ... said, looking for unspoken means. Reza occasionally used words that surprised me. It wasnt so surprising that he said them, but it was that he understood what th ey meant. An example is when he used the word throttle. I asked him what it was, and he explained it simply, but correctly. He had no problem conveying his meaning when he spoke with me. He recognized not only undecomposable objects, but more complex objects. Works CitedChomsky, N. (1965) The Aspects of the Theory of Syntax (pp 25) The MIT concentrate Cambridge, MA. Piaget, J. (2000) An Introduction to Montessori, Erikson, Piaget & Vygotsky (Carol Garhart Mooney) Redleaf Press St. Paul, Mn.Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA Harvard University Press.http//www.asha.org/public/speech/development/Pragmatics