During registration last semester, when I decided to take this course to see if I wanted to continue onward with ASL as my minor, I was not sure what to expect. Through my brief introduction of Deaf culture during my first sign language courses, I knew some vague details about historical events. Gallaudet had been mentioned several times within not only my workbook, but also by my professor. I could have given you a short synopsis of the oral movement that threatened to wipe ASL out as a language. Though I knew these facts, and a few traits about Deaf culture that I had experienced firsthand, there was so much that I had not considered before the readings and journals for this course opened my eyes.
It is a linguistic minority that is worth exploring, with a rich and vibrant language. This language shapes the community. Daniel S. Koo, a member of this community explains that, “‘ASL exposes children to the world's knowledge," he says, "and it incorporates self-esteem and aspects of deaf culture’” (Bollag 1). Unlike with Julia, Deaf students who are placed in schools for the deaf, which use sign language as the primary language during classes, Deaf children do not feel isolated or weird for their inability to hear. Instead of reaching out to other isolated kids, they walk through their schools making effortless friendships and learning just as hearing kids do. The only difference? The language they use. Before ASL was accepted as an official language in these schools, many educators and school prohibited signing and, “students had to wear mittens or sit on their hands as a punishment for signing. Other schools used more severe reprimands” (Oral 1). Because of this history, the modern community strives to create an environment of open communication, where the stories that are told to friends could be seen as oversharing to hearing people unused to Deaf culture. But this environment creates a close-knit community where everyone seems to know everyone. Some parents, aware of this closeness, opt to learn ASL themselves and immerse themselves into the Deaf community to be a part of their child’s source of
Since the early 2000s, movements to teach all children American Sign Language have swept the nation. It has gained popularity with parents because it allows them to communicate with their non-verbal infants. Most infants start to talk between eleven and fourteen months, but with Baby Sign Language, he or she can start to learn signs at around three months. When asked why she taught her children American Sign Language, Sarah Whitcraft, graduate of Bowling Green State University with focus in Special Education(HH) and teaching ASL, responded, “I wanted to be able to communicate with them before they could talk.” Reducing the time it takes for a baby to communicate can increase the bond between baby and parent. Mrs. Whitcraft agrees that the bond between her and her children has been strengthened through the use of ASL in their house and explains, “It’s a special thing that we have that is fun,” and also, “We can communicate with each other about the people around us without them knowing.” The most underestimated benefit of teaching your infant ASL is understanding him or her. By understanding the needs or wants of an infant, you can eliminate most of the common frustrations parents have with their child. This is a significant reason why Whitcraft recommends parents should teach their children ASL. Whitcraft
I got an appointment for observation on July 13 at De-Anza Child Development Center. I chose room No. 26 for observation. I observed one child from 3:26 P.M. to 4:00 P.M. There are total 10 children present in room no.26 at the time of my observation. Out of 10 there are 4 girls and 6 boys. They range from 3 to 5 years of age. There are three adults in the room, all are female. One adult for every 3 children- 1:3. When I entered kids are doing free play. I settled myself and started to observe a kid named Aaron. He is around 3 and half years of age.
I observed in the preschool class for two hours, there were a total of 12 children in the class Most of the kids that are in the preschool class were four years old, but there was one five year old. When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to the teacher about how the children reacted to all “strangers” She said that the children often become very uneasy. As I sat down to observe the children, I noticed one thing right away. The boys in the group were very wild and rambunctious, and the girls seemed to be shy and
An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.
Subject “Chris” is a 7 year old middle class Caucasian male. Observation is taking place in the child’s home over the course of two separate afternoons. Chris is a friendly and well spoken child who is small for his age. Chris is the youngest child in his family and both observations take place while his siblings are home. In each case one or both parents are absent.
Behavior Observed: Upon entering the house Abby politely took my jacket and hung it up on a chair. She then ran up the stairs and asked me to come see her dollhouse. She identified every little thing in her dollhouse as she was showing it to me. She showed me the “windows”, “stove”, “soap”, “mantel”,
There is a plethora of information about American Sign Language that I was unaware of. Growing up, I had never known anyone that was deaf, nor taken any classes about sign language. Therefore, some of the information I was able to learn throughout the class surprised me. As a start, it was disappointing to discover that deaf culture and sign language are only passed down through deaf families and residential schools. This can limit the amount of knowledge a hearing person has about the deaf culture, and this knowledge is important because it is still relevant in today’s day and age. In fact, the topic should come up in more schools across the country. Another aspect of sign language that surprised me was the importance of facial expressions.
Sophia is a four-year old child who is currently in kindergarten at P.S. Manhattan Beach School. She indicated that she likes her teachers and has many friends school. Sophia stated that she her father drives her to school each day and her mother is home after school with her.
During the observations three children were observed, one infant of 4 months of age named “Desmond”, a 13-month-old named “Nathan”, and a 26-month-old named “Alexia”. The first part of the observation took place in the infant/young toddler room. In that room I began my observation with a 4-month-old baby named “Desmond”. Throughout the observation “Desmond” cried for most of the time. When “Desmond’s” caregiver was asked if “Desmond” often cries? The caregiver said that “Desmond” often cries when he is not being held. That he loves to be held and if he is not held he will cry until he gets what he wants, sometimes crying for as long as 30 minutes one time. Once “Desmond” is picked up and given the attention that he is wanting, “Desmond” calms
As a practitioner we are always carrying out observations on the children in our care, this will help us to recognise when children are ill or going through a tough time at home. Observations are also important because children do not always verbally communicate their feelings, being able to recognise children’s emotions based off only their body language and their interactions helps us to understand the child better and be able to provide a better service. Observations during play can help the practitioner discover the child’s interests and then they will be able to use these interests to engage the child. For example a child who has a fascination with trains may respond positively to an activity centred on trains. One downside to this technique
For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have seen the numerous developments in Jacob’s life thus far.
This semester, I’ve had the pleasure of completing my service learning hours at Floyd Middle School in Cobb county, Georgia which was established in 1965. I observed Mr. Kasisi Brown, who is a sixth grade social studies teacher and also the 2016-2017 teacher of the year at Floyd Middle School. I completed my observation within a span of two days. The first day, I observed Mr. Browns class for three hours and the second day I observed his class for three hours as well. On the first day, I arrived when Mr. Brown’s class was on the way to lunch. I met Mr. Brown in line and when he made sure all his students were in the lunch line, he took me to the teachers table. The teachers table was very interesting. I received a lot of the answers to the questions I had when I was sitting with all the teachers.