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 In what ways can children's language acquisition be supported in the early learning environment?

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 In what ways can children's language acquisition be supported in the early learning environment?

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Learning Possibilities

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G-handed her educator her baby in one hand and the blanket in the other.

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Observation 2. Connections are verbal communication talking and mimicking. Non-verbally with eye contact, gestures, facial expressions, and bodily movements.

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Observation 2. Connections are verbal communication talking and mimicking. Non-verbally with eye contact, gestures, facial expressions, and bodily movements.

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G, you approach me holding your naked baby in one hand and a blanket in the other, I kneeled down and looked at you asked if you would like me to help you wrap your baby in his blanket. You looked at me and nodded your head and smiled. As I lay your baby on the low shelf to wrap in its blanket, I asked you if you thought the baby might be getting cold. You looked down and noticed that the baby had no clothes on, began searching in the baskets, then returned with two socks, a jumper, and a bottle of milk. You unwrapped your baby placed it on the floor and began trying to put the small socks on its feet, stretching them open and maneuvering them around the toes. Persisting with the stretching of the socks to create a wide enough opening, when you were successful you counted them as you finished. “1, 2 socks.” “There you go G now your baby will have warm feet.” You replied. “There you go.” And smiled. Placing the jumper in my hand, I noticed the jumper neck whole was a going to be a tight fit so, was interested to know your thoughts so I asked you if you thought it was going to be a bit small. You took a closer look as I was trying to stretch the jumper over your baby’s head. You paid close attention to me trying different ways to fit your baby’s head thought the whole noticing that we weren’t having any success. I asked you if you thought the jumper was too small and you replied. “Yeah, too small.”

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The Centre has recently been re-located and about to commence refurbishment.

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Rochester Early Learning a 48 place center located in Rochester, Victoria, on Dja Dja Wurrung Country. The center represents "a beacon of hope and a testament to the center's ability to adapt and thrive in the face of adversity." (Rochester)

The center and its community demonstrate incredible resilience and determination in overcoming a devastating natural disaster, with their commitment to their community and reaffirming their place as a center as a vital resource for their families.

Philosophies

Rochester Early Learning strongly believes in providing a holistic approach to learning and development. Holding the belief that all children are unique, competent, capable, and confident individuals. Providing a play-based approach provides children with agency in their own learning journeys - Being

Learning journeys are viewed as a collaborative effort between themselves and their educators, which fosters respectful and trusting relationships. A child's sense of belonging is nurtured through the secure, respectful relationships that have a deep understanding of mutual respect.

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 In what ways can children's language acquisition be supported in the early learning environment? 

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 In what ways can children's language acquisition be supported in the early learning environment? 

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A- Building secure attachments and relationships, reading together. 

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Observation 1. Connections are verbal communication by crying, screaming, cooing and laughing. Non-verbal communication by eye contact, facial expressions and bodily movements.

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Observation 1. Connections are verbal communication by crying, screaming, cooing and laughing. Non-verbal communication by eye contact, facial expressions and bodily movements.

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A, you seemed distressed and unsettled as you sat with your peers waiting for your familiar educator serving lunch, I approached you and sat next to you on the floor. In that moment we made eye contact and I put my hands out to you and you leaned into me for a cuddle, we sat for a moment while you took some depth breaths to regulate your emotions. As you sat in my arms you let out a big sigh and snuck into my lap, I felt your whole body relax as you turned to me and smiled, paused, and realised I was not your familiar educator. I reassured you with a smile and said hello A should we read some books, as I pointed at the books on the low shelf.

I reached for some hard cover books with puppets, as you sat in my lap we talked, read stories, and made puppet movements and animal sounds, you responded by smiling, making noises, laughing, and grabbing the puppets. You were reluctant to move, or let me leave your line of sight. Your Educator asked me if I would like to feed you, your lunch while you were sitting on my lap. I offered you some lunch on a spoon but you refused, and pushed it away and snuggled closer. Your Educator explained that it was only your third day at the service and you might like to eat later, I recognised your choice not to eat so we sat together continuing to play with toys.

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H- Enjoying his afternoon tea with his peers and educators. Current interests: Animals, climbing and independence

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Observation 3. Connections are verbal communication using talking. Non-verbal communication includes eye contact, hand gestures (Auslan), facial expressions, and bodily movements.

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Observation 3. Connections are verbal communication using talking. Non-verbal communication includes eye contact, hand gestures (Auslan), facial expressions, and bodily movements.

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H, Today I observed you take your drink bottle and approach the meal table ready for afternoon tea. Placing your drink on table and pull out  your chair sat on it, then waited patiently for your educator to put the bowls, spoons and bibs on the table. You chose the blue coloured bib, placed it around your neck and pulled your bowl in closer ready to begin eating. Using your fingers, you picked up different types of dried fruit and tried them, starting with the sultanas and then the cheese. You turned to look in my direction opposite at the table and said. “ALLO” and smiled I replied. “Hello H do you like your afternoon tea it looks very yummy?” You smiled then offered me some dried apple, I told you that I was going to get some for me to eat with you. You put the dried apple in your mouth and then screwed your face up and spat it out and went back to eating your favourite sultanas, your educator used sign language to sign “more” cheese to you and your peers. You replied with a big smile and said “Ta” to your familiar educator. After eating you decided it was time to go outside and play, you pointed at the door and said “outside” Your educator asked you and signed “finished” and you replied by coping her actions. Off you then went to empty your bowl, into the bathroom washed your hands. Walking past me sitting on the chair you said out loud “hat on” grabbed your hat, and shoes ready to put your sunscreen on. Enthusiastically you climbed to your feet grabbed your drink bottle ran to the door and waited for me to greet you to go outside together.

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"Socks on 1, 2" - G put the socks on her baby by herself

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G- "Go to sleep." G finished wrapping her baby and placed him with his bottle in his bed. 

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Provocations of wonder- "Singing together"

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Provocations of wonder- "Singing together"

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In what ways can children's language acquisition be supported in the early learning environment?

When I look back and think about what learning is possible, I was reminded by how much all the children enjoyed mimicking my words and imitating my actions. Which makes me wonder if children would be interested in listening and singing to nursery rhymes together. I believe from what I have observed, children are closely observing me in their presence, if I initiate this interaction hopefully it inspires and ignites some curiosity. Children have interests in animals which can help to guide this provocation.

ie. "Old McDonald had a Farm" "Incy wincy spider" "Five little ducks"

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Reading books together in small groups and serve and return interactions are very prevalent throughout my days in the Banya Room, from what I have observed, children are more inclined to engage in looking at books if they are displayed up right, open, or at their eye level. Which makes me wonder if children would engage in more of this interaction if the environment was inviting and followed their interests. I also wondered if providing children with books and puppets would give opportunities to grow children's speech development and extend their vocabulary.

Reading together in groups, close serve and return or role play interactions gives opportunities to build relationships and practice language skills together. Providing mimicking animal sounds, pronouncing simple words and building small sentences.

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The Banya Room is a place for children from Birth to 3 years

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Environment

The Banya room (Nursery 0-3 years) is a 12 place room the in- door environment is open, with high, narrow windows that bring natural light in and provide a view of blue skies and bright leafy tree tops. The environment is purposeful and intentionally designed to promote children's growth and development- becoming

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The children's herb/vegetable patch and worm farm 

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The indoor and outdoor learning environments encourage children in explore and engage with natural materials, engage in open-ended interactions and also risk-taking. Engaging with nature promotes children to explore, form strong connections and interdependence between people, plants and animals. Promoting children to foster appreciation for the natural world.

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Provocations- "Using Auslan to communicate and make connections"

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Provocations- "Using Auslan to communicate and make connections"

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Reflecting on this document reminds me of the importance to hold high expectations for children. Not only is it a guiding Principle in the Early Years Learning Framework, but also the given right of every child to receive and education that promotes their individual learning path.

This document has posed evidence of a child displaying knowledge of the use of early sign language. Which has had me wondering if children in this room would like to explore and expand their knowledge of sign language to communicate their needs and desires with age appropriate Auslan. Or to communicate and make connections with objects, animals, songs and rhymes.

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Provocations- "Creating a Language Rich Environment"

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Provocations- "Creating a Language Rich Environment"

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We can use every opportunity to use language to interact, share a focus, to talk and take turns. During placement I often supported educators during meal times, transitioning and routines or rituals are often a busy time of the day and can also be challenging to navigate. As I supported children during these times I often wondered if they would find visual aids a means of helpful communication.

Using words to label and pictures for children to associate meaning ie. Words and Colours, Words and Actions, or Intstructions or Feelings

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When children experience a nurturing environment where familiar people are responsive and provide attention, affection, and mutual respect this builds their self-confidence. By creating a place for children and their families to feel valued and inclusive, we create a sense of belonging. In turn gives opportunities for meaningful interactions to help children's language flourish. I wonder if their are other ways to help build children's sense of belonging in this room.

Building children sense of belonging continues to support their child's self-identity.

Creating a nurturing environment that recognise's children's backgrounds, abilities, and preferences are valued, and all children have equitable access to resources and experiences supports children's participation in learning and enhances development. Giving the opportunity to support different languages (Quintero, 2010) explains “Teacher’s that support student’s multiple languages and recognize ways that multiple knowledge sources identities and language forms can contribute to the formation of new relationship’s and meanings.” I have related this with children, families and their communities within Rochester Early Learning.

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 Making Music and Singing Nursery Rhymes together

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 Making Music and Singing Nursery Rhymes together

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Conversations with parents helped me gain an insight into if their child enjoyed music, singing, or dancing. I noticed at the beginning that music was played in the background or during sleep time but children didn't seem to engage with it. Which made me wonder if they were interested or they just didn't know the songs that were being played. I wondered if they would have the same reaction if I began to sing in front of them. Would I get funny looks and laughed at or would I inspire children to do the same? Do I have the perfect opportunity to be a role model?

Over time as the days went by I began to sing quiet often, to see if my wondering was leading in a direction of thought. As we washed hands together we sang the instructional washing hands song, when it rained. Or generated from children's interest, I found songs with actions that children engaged in and thoroughly enjoyed them as they are heard singing laughing and giggling. Singing twinkle twinkle little star, happy birthday, old McDonald had a farm were just a few. As children became familiar with the daily interaction, more and more children would engage and children's attention span and memory increased. They remembered the songs we sang, actions and signed gestures we made. It was such an extraordinary feeling to see and hear without prompting children enjoying this meaningful moment.

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Children: A- 11 months, G- 2 years 3 months, H- 22 months

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Children: A- 11 months, G- 2 years 3 months, H- 22 months

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Rochester Early Learning's philosophy and my induction with my Director reaffirmed my thoughts of the vital importance of building secure attachments with children. I have related the foundations for this respectful relationship to Rinaldi, C. (2006, January 1). In Dialogue with Reggio Emilia. Building foundations for shared trusting relationships and deep understanding of mutual respect nurtures children's sense of belonging and provides a foundation for exploration and learning. My understanding is that listening is the basis for building this attachment.

Active listening, deep awareness, and the conscious suspension of my judgments and prejudices values children and provided me with new skills to make strong connections between each of the three observations. Children demonstrated they are effective communicators who have a voice, know how to listen, and want to be listened to by others. Displaying their developing language skills by communicating verbally by talking, crying, screaming, laughing and coos, making noises. Using non-verbal cues such as gestures, facial expressions, bodily movements, and pointing. To communicate for comfort, food, and assistance, but not limited too just these examples. As their co-learner "I wonder how children's language acquisition can be supported in the early learning environment?"

Links- Verbally and Non-verbally communication

Observation 1.- Verbally by crying, screaming, laughing and coos, making noises. Non-verbal cues such as eye-contact, facial expressions, bodily movements, and pointing.

Observation 2.- Verbally mimicking and talking, non-verbally using eye-contact, bodily movements.

Observation 3.- Verbally by talking, non-verbally using eye-contact, facial expressions, hand gestures (Auslan), bodily movements.

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In this room the children observed: A- 11 months, G- 2 years 3 months, H- 22 months

Children currently have interests in 'Old McDonald', animals, dolls, books, dinosaurs, sensory exploration and songs.

Room Goals

Gentle Interactions

Independence

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Auslan Signs used in my interactions singing and signing

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Auslan Signs used in my interactions singing and signing

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Placement observations gave me an opportunity where I wondered how much sign language children previously knew and if they would like to explore more. As another to communicate with others. Sign language has been shown to be an effective way for children to communicate in busy early childhood settings or schools. With children's strong interest in animals, books and signing nursery rhymes. I wondered if they would like to learn with children Auslan signs to sing "Old Macdonald had a Farm" Along with children we discovered signs for man, chicken, duck, cow, pig, dog and horse with the help from visual cards and prior research I did on utube to help intentionally teach children signs they were interested in. Children responded with enjoyment and were happy to learn and explore new skills. During story time children would associate picture with making signs with their hands, it was such a fulfilling experience that I can take on my learning journey and these children I hope can do the same.

Along with animals over time I introduced signs at transitioning and meal times. I observed H asking a child to stop, with the hand signal that made the connection to stop, which has also made me wonder if these child might be interested in signs for expressing feelings of sadness or happiness.

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Cohen, L. E., & Waite-Stupiansky, S. (Eds.). (2017). Theories of early childhood education : Developmental, behaviorist, and critical. Taylor & Francis Group.

Jean Piaget&#39;s Theory on Child Language Development. (2021, November 20). The Classroom | Empowering Students in Their College Journey. https://www.theclassroom.com/jean-theory-child-language-development-6587239.html

Theories of Speech & Language Development. (n.d.). Language Acquisition. https://languageacquisitionpsyc220.weebly.com/theories-of-speech--language-development.html

MSEd, K. C. (2023, February 22). Lev Vygotsky’s Life and Theories. Verywell Mind. https://www.verywellmind.com/lev-vygotsky-biography-2795533

Infants link language and cognition, whether the language is spoken or a sign language. (n.d.). Northwestern. https://news.northwestern.edu/stories/2021/september/infants-link-language-and-cognition-whether-the-language-is-spoken-or-a-sign-language/

Garhart, M. C. (2013). Theories of childhood, second edition : An introduction to dewey, montessori, erikson, piaget & vygotsky. Redleaf Press.

Rinaldi, C. (2006, January 1). In Dialogue with Reggio Emilia.

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Vygotsky’s Social-Pragmatic theory considers communication as the basic foundation of language, imitation and the more knowledgable other . He also believed that cognitive development occurs in collaboration with others and cannot happen in the absence of language and interaction we learn language through social interactions. I have linked this theory with observation 2. as child G is observed mimicking my words imitating my actions. Initially she uses gestures to communicate her need for assistance. I believe there is evidence to suggest this interaction to be a way of building her independence and her own interpretation of our interaction. As the (Theories of Speech & Language Development, n.d.) explains “the words we learn is based on our culture and the people around us” I was the role model and G was extending her knowledge from me as the ‘more knowledgeable other’ (MSEd, 2023)

Vygotsky has shown us that language is also essential for developing children cognition. I have related this to observation 1. I was the more knowledgeable other engaging in mutually respectful interaction of serve and return, talking, making eye contact, smiling and reading together. Research has shown that this type of interaction helps to build strong healthy brain connections. This theory is also evident in observation 3. there was visual evidence that H was displaying his developing his knowledge of communicating verbally and using sign language. Which connects to also to Vygotsky’s ‘zone of proximal development’ H has acquired knowledge of simple signs from a “more knowledgeable other” (MSEd, 2023)

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I have related John Bowlby's theory of attachment and the Reggio Emilia Listening Perspective to each of the three observations. (Rinaldi, 2006) reminds us to listen to children so that their wisdom can give us comfort and so that their “why” orients our search for reason. Each of the three observations required me to open and sensitive to the need to listen and be listened to by others.

In Observation 1. listening required using all my senses to observe the "whys". Not relying on my ears but also use my sight and my smell. Which also relates to John Bowlby's theory of attachment. That theorizes, "Children communicate with us through their eyes, the quality of their voice, their body gestures...they show us by the way they do things."

This is evident in observation 1. as A was crying and screaming loudly and showed non-verbal cues and signs of distress or feeling overwhelmed. In his facial expressions and jerky body movements. In observation 2 and 3 both children used their eyes first to initially make eye contact, to get my attention, followed by using hand gestures or verbally talking and using hand gestures with the use of sign language to communicate their need for assistance.

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Similarly to John Bowlby's attachment theory, I have related all my interactions all with the Pikler Approach. As this approach reminds us to prioritize the need to “...not only respect babies, we demonstrate our respect every time we interact with them. Respecting a child means treating even the youngest infant as a unique human being, not as an object” (Gerber, 1998, p. 1). I showed respect in all of our interactions, as I was genuine, thoughtful, and caring. Gave children opportunities to react, speak and delve in thought. I considered if I needed to intervene or not, knowing my place not to interrupt. Mutual respect fosters in children a sense of safety and security, which in turn fosters the desire to cooperate with significant others, as well as genuine confidence in their own competence and autonomy.

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According to the behaviorist their theory is that children are born without any ability. Therefore, the child must learn through the conditioning of the environment, the process of imitation, and reinforcement.

This theory does not recognize the active role of the child in language acquisition process, nor the maturity of the child. The process of language development is mainly determined by the length of training provided by the environment.

The actual ability to communicate is with the principle of linkage S-R (Stimulus - Response) and a process of imitation.

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Cognitivism Theory: Jean Piaget and Lev Vygotsky

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Cognitivism Theory: Jean Piaget and Lev Vygotsky

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Piaget stresses the importance of play as an avenue for learning he believed, like Montessori that children should be given every opportunity to do things for themselves. As children are creating their own understanding of what is going on, without the explanation of an adult.

According to Piaget language reflects the development of their logical thinking and reasoning skills in "periods" or stages, with each period having a specific name and age reference.  (Jean Piaget&#39;S Theory on Child Language Development, 2021)

With the theory that as children continually grow progressively, language development will occur at every stage of development as a result of experience and reasoning, Piaget believed that children are born with basic “action schemas,” such as sucking and grasping. Children use action schemas to "assimilate" information about the world. The children in these observations are in their sensory- motor period (0-2 years) language is "egocentric": the child will talk either for themselves or "for the pleasure of associating anyone who happens to be there with the activity of the moment." In observation 1. and 3. both children communicate for the pleasure and to assimilate information, this is evident in their facial expressions and hand gestures.

When considering this perspective the child in observation 2. child G could be perceived as in the beginning of the pre-operational period, the language is described as "symbolic" children can venture beyond "here and now".

With little amount of oral language spoken other than mimicking and any other observations to support this theory it is difficult to assume this is correct.

Vygotsky argued that the children's cognitive development and language is closely related to the culture and the communities in which children live. I have related this arguing perspective to my observations as there is evidence they have occurred in the children's early learning community, there is a culture within their community and children are active participants in their community. There is an age-appropriate social aspect in all observations as children play parralel to their peers and interact non-verbally

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Exploring language through using all our senses

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Over the duration of my observations, I noticed children would often interact and engage in conversations around a table or often explored their environment with their sight, hands, and mouth. I wondered if children would engage in a sensory exploration using their sense of smell and expand their language acquisition. I believe providing children with language-rich environments that are thoughtfully designed actively promotes and encourages the enhancement of children's communication and language development. Through these resources children could learn new words, engage in back and forth conversations with one another. Providing a selection of books of interest for educators to read to children, simple books with colorful illustrations, repetition, rhythm to interact with and develop memory skills. I was really happy with the interaction this provocation received over time children reengaged with it as the flowers changed, petals dropped off and a caterpillar appeared. Which made way for some great learning and language growth. I wonder where I could take this next? Children were very interested in the bugs, flowers and the scent.

Surrounding the environment with words or labels can be stimulating, without going over the top. It is a great way to place language in the physical environment for children to recognize, becoming more and more familiar which helps to memorize letter formation, attribute meanings to words. Pictures labels can also provide a relationship between a picture and its meaning. Labeling pegs or placemats with children's names all provide visual cues for children helping children develop strong language and communication skills.

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In the foyer of the Center I noticed the acknowledgement to the traditional land owners of Rochester (The Dja Dja Wurrang of the Kulin Nation). Which made me wonder if the center acknowledged this with children in song or daily ritual, or what that might look like as a service and for families. Over my placement, I noticed we didn't do any acknowledgement to country. I decided to take this opportunity I have left to do their acknowledgement to country with children. We sat together I explained some thoughtful background why we do it and children sat and listened. Afterwards we had discussions about our families children shared and showed their families members on the family tree and talked about who lived in their house.

M told his peers his nan and pa lived in a house

I asked the children who lived in their house?

L pointed to the photos and told the group she lived with her mum, dad and sister

M told the group in his house lived his mum, dad, him and his brother.

I asked M if his mum was having a baby, he smiled and nodded. You must be going to be a big brother. Big brother he replies and smiles at his educators and peers.

I went round the small group of children and asked them who lived in their house. With help from the other educators each child had the opportunity to share something special about their family.

With the time I had left at the center. I was wondering about ways l could continue to value children and build respectful relationships with children and their families.

I think if I had more time this would have helped to make this provocation more meaningful. I believe it felt rushed and not as purposeful as I had wished. Maybe next if I consider this perspective from the beginning, I believe an inclusive environment takes time and a lot of consideration to be purposeful.

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I am connecting my three observations to the

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Parents Involvement: I had conversations over the duration of the two weeks about their child's interests, strengths, learning, and development. With the guidance and support from Rochester Early Learning and their team of educators, I was able to have access to children's 2 stars and 1 wish. (Parents wrote down 2 things of their child's strengths and 1 wish for their child's learning and development.) This feedback helped generate children's goals and the direction I planned. Conversations found that Child 1. was very new to the service, experiencing some separation anxiety, which reinforced the need for secure attachments with familiar staff and build his sense of belonging.

Child.2 had interests in dolls, singing, stories and was showing the desire to be independent. While her parents wish was to build her language acquisition,

Child 3. had strong interests in animals, outdoor play and old macdonald had a farm. He displayed interest and strengths in the use of sign language to communicate his needs, taught by his mum and other educators. His parents wish was to continue to build his self-confidence and language development, to support him to be a confident communicator.

When I spoke with parents and other educators about my thoughts and intentions, I was meet with excited facial expressions. This made me really happy and egar to learn myself about the possibilities of development and learning that could take place or make way for in the future.

Parent/ Educator Feedback- Parent Voices

"Its great to see things their learning about"- Parent

"What a great idea I will have to give that a go, its very creative"- Educator

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Children could develop their understanding about the interdependence between people, plant, animals and living things (Outcome 2. EYLF)

Children will have many opportunities to build self-confidence and become effective communicator (Outcome 3. Outcome 5. and Outcome 1. EYLF)

Development of language is crucial to for a child's developmental trajectory, language learning encourages the development of cognitive skills such as critical thinking skills and problem-solving, socio emotional regulation and social interactions, creativity and also broaden their imagination (Outcome 4. Outcome 3. )

Children can explore opportunities to be bilingual and learn a different language or way to communicate, ie. Auslan, Japanese, Chinese, or Indigenous languages. It can improve brain and memory functions, boost children's creativity and self-esteem (Outcome 1. Outcome 2. Outcome 4. Outcome 5.)

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In early childhood education key word signs (KWS) can be a very useful tool to support communication, languages development and children with learning difficulties. Different from Auslan, which uses hand signals. Key word signs are a great resource with a picture and a corresponding word. I wonder if I could use some to support children's play activities that support children's understanding ,speech, language, communication, and interaction. Opportunities to incorporate high frequency used words to explore play and sign, through reading and singing. Using visual strategies such as my body language and facial expressions to connect the picture and full sentences to create meaning. Key word signs with conversations during interactions such as meal time, transitioning, emotion regulation, and play Incorporation into book reading supports attention to and understanding of a story, helps build foundation for future literacy development.

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Baby sign language can be beneficial to child for many reason such strengthening bonds between child and parent, or even child and their caregivers. Sign language exposure provides foundation for early literacy, helping to advance children's speech, vocabulary, and future spelling, and reading abilities.

There is research that suggests that the window of language acquisition and development takes place in the first five years and that there is benefits to teaching signing to hearing infants who have not yet developed vocal communication. According to  (Infants Link Language and Cognition, Whether the Language Is Spoken or a Sign Language, n.d.) cognitive developmental scientists discovered that sign language promotes cognition in hearing infants who are exposed to a signed language. (Cohen & Waite-Stupiansky, 2017) explains that Skinner proposed that "verbal behavior was not just spoken language, but also took the form of written language and sign language."

Babies and toddlers exposed to sign language not only have signs of improved cognition but also emotional development, self-confidence and increased self-esteem. Research suggests that babies and young children who are exposed to sign language have self-confidence and increased self-esteem.

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 In what ways can children's language acquisition be supported in the early learning environment?

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 In what ways can children's language acquisition be supported in the early learning environment?