Garvey's Talk Analysis Paper

Through play they are able to learn their environment and it helps with learning. In the area of language development preschoolers are developing well as they learn more words and are very verbal. Children are more vocal about their surroundings, feelings, and other individuals. It is important to pay attention to speech during this time as most delays in language are noticed during this stage of development. “It is important to encourage talk at this time, and to seek advice from a specialist if any delays are suspected.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) Socially children are developing as they show interest in playing with other children. “Children are driven by the desire to be liked and place the utmost importance on friends.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) It is during this period they children learn how to share and respect other feelings. Children learn how to follow rules and know their boundaries during this stage of development. Each stage of development is essential in how well children are able to enjoy the exciting time of preschool.

Play is one of the biggest roles in the development of language in all children. Play helps with learning many different important things such as shapes, colors, and even sounds. Play has the ability to remove the feeling of pressure and frustration from the communication process and also can impact many different components of language. Two components of language that play impacts during development are turn-taking and semantic features.

Social speech is the first to occur, typically around the age of two, and involves external communication between the child and another person [CITE]. At approximately three years of age, children begin to guide, plan and reflect on their behaviour by talking to themselves out loud, a process known as private speech [GILLINGHAM BERK]. The developmental benefits of private speech are significant due to its ability to assist in overcoming obstacles, by allowing the child to verbally plan and organise their behaviour before and during they carry out an action [CITE]. Additionally, research has found that private speech often occurs concurrently with pretend play. In a study performed by Krafft and Berk [CITE], a positive correlation was observed between children that engaged in pretend play and observations of private speech. Another study (observational) also found a positive correlation when comparing the rates of private speech between a traditional preschool which encouraged pretend play, and a Montessori preschool which actively discouraged pretend play. In sum, private speech is more likely to occur during pretend play. According to Vygotsky, self-regulating thought (a component of executive function) is the internalisation of private speech, also referred to as inner speech [CITE]. As the final form of speech, inner speech serves the same self-regulating function as private speech, however, it is inaudible [CITE]. Whilst a concrete explanation of the function of private speech during pretend play has yet to be agreed upon, it has been hypothesised that private speech is beneficial as it allows the child to distance themselves from the activity, thus permitting top-down control over particular impulses [CARLSON BECK). In other words, by verbally calculating their options, children are able to see the ‘bigger picture’ undistracted by their impulses, allowing them to weigh up the behavioural

There are numerous theories of play and countless theorists, from Freud and Spencer to Piaget and Vygotsky, who have studied play in relation to what it is and what it does for the child. This essay will outline the definition and value of play and the importance of how it can foster the child’s learning in regards to these theorists who studied the effects in great detail. It will discuss the how the environments constructed by educators can impact play and the theories of learning relating to the quote “play and learning are inextricably woven together ...” Ebbeck and Waniganayake, 2010, p. 5).

Based on relevant reading and personal experience outline the theoretical rationale for play in the development of young children. This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different

Purpose: “This study was based upon the principal of reinforcement. The purpose of the study was to define observable terminal behavior, the use of descriptive adjectives during play; defining an observable terminal behavior, devising a method to record and measure important categories of spontaneous verbal behavior and manipulating the consequences of the children’s use of language, the presentation of social reinforcement and access to materials contingent upon a specific form of verbal behavior”. (Hart & Risley, 1968).

Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play, contributes strongly to the intellectual development of children. Young children learn by imagining and doing and dramatic play allows them to do so. Dramatic play also promotes the use of speaking and listening skills. When children take part in this type of play, they practice words they have heard others say, and realize that they must listen to what other “players” say in order to be able to respond in an appropriate fashion. This style of play also promotes the development of social skills through interaction with others, peers or adults, which is a necessary factor in a child’s future.

The child’s play session involved playing with several toys. One toy in particular was a shape sorting game. Through his interaction with this toy the child exhibited trial and error operation as he figured out the proper orientation to get each shape into the container. This behavior is characteristic of Stage II of Westby Play Scale. The toddler’s play attached language was focused on the labeling objects. He produced the word /tɹʌk/ several times throughout the play session in referring to his toy cars. Additionally, the child was able to make a request to his mother. While playing with his cars on a track the child stopped and handed the toy to his mother. In doing so, the toddler made a nonlinguistic request for action as termed in Dore’s

Children of all ages are constantly learning and observing their world in unique ways. One specific way children do this is through their play. During this they are able to develop different areas such as cognition, physical development, and social skills. There are many different theories that have been established that help explain development as they go through life. Through my knowledge of these different theories and how they correlate with children’s play I was able to determine the development of a preschool child.

Observing T over the past five weeks, and the three observations that I have documented, provided many patterns that I have noticed when it comes to T and how he interacts with not only his peers, but also the materials in the classroom. T often plays with and uses material

It has been reported that Eddie engages in play, he particularly enjoys noisy play however does not seem to like drawing. During a play observation for an informal assessment at the nursery, Eddie readily engaged in short sequences of play with a farm scene. This is evidence of small world imaginary play, which involves sophisticated linguistic abilities.

Initiating Play Activities Social Skills Group Activity: Initiating Play Developed by Deborah Abelman, Ph.D., PTAN Project Staff Introduction: When we teach children the language to use in order to either invite other children into their play or to enter into other children’s play, we often make the assumption that by knowing the right words to say, children should be able to initiate play. But to successfully get others to play requires the abilities to share ideas, negotiate, compromise, and to move on when told, “I don’t want to play with you right now.” Some children need direct teaching of these skills, while others may need reminder activities. For those children who appear to be competent in initiating play, these activities

Assessment of the client’s needs and intervention formulation. Client pertinent information and strengths: Client 1: Client 2: Client 3: Client 4: Client 5: Each child in Therapeutic Classroom 2 (TC2) has an emotional and behavioral disturbance. Ages range from 8 years old to 10 years old. Each child is a minority group member and comes from a low socioeconomic

Both participants were evaluated to examine baseline reciprocal play skills. In order to assess reciprocal play, each participant was assigned a typically developing child to play with. Three play sets were used as toys the children could interact with (pretend airport, zoo & grill). The measures used to determine levels of interaction included transcription of scripted verbalizations, scripted play actions, unscripted verbalizations, unscripted play actions, cooperative play and reciprocal verbal interaction chains. This data was compiled from four minute play sessions.

As I observed Olivia, a typically developing 5 year old girl, I referred to the Symbolic Play Scale Check List (Westby, 1980). This check list helped me to recognize the different stages of appropriate language development during play for her age group. The list is based on play and