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I thought it was fascinating how quickly she would get bored with various activities. The fact that she was in front of a group of people also, probably affected this, as well. It seemed like she was maybe presenting different/more advanced answers to her dad outside of the current context than she was within this context. This leads me to think that maybe the fact that she's in front of a bunch of people is playing a part (also that she has possibly done some of the activities before). I noticed how when asked the first question, "what did you DO" she answered "I DID eat pancakes." She appropriately adjusted the word "do" to recognize it as one of the words of the question, put it into the correct form, and then was able to turn it around and use it in the answer as well. However, she did not understand the prompt when her dad was trying to get her to produce the plural of "crayons." This could also, though, be affected by the fact that her dad corrected the terminology in front of the group as well. I could tell she was searching for the word "marker"; when she was unable to come up with it, she just used "crayon" again. If she had been familiar with "marker" already, would she have appropriately pluralized it, since she would not have been flustered? It is also interesting to note that even though she did not know the word "marker," she still chose another word she did know that carried the same function -- a crayon draws/colors, a marker does the same.

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I think that for a two-year old that Alicia communicates very well and is able to understand well. I noticed her responses were very simple and this is something that I see with my ELLs. She did answer mostly in the present tense and I noticed that she could not respond in the past tense. I found this interesting because my ELLs have a hard time using past tense verbs in their speaking and writing.

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When asked questions about things she had done in the past, Alicia answers in the present tense. When asked what she did in the morning, she replies, “I eat pancakes.” She also does not understand how to didn’t understand the difference between the cow is being kissed by the dog vs the dog is being kissed by the cow. (Though I don’t know why anyone would phrase it that way other than to confuse a 2 year old). Alicia also doesn’t understand that even though her eyes are covered, she is “easy to see.” Of course counting and object recognition is not something she has fully mastered.

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There were several things I noticed while watching the video. In relation to question responses, most the the little girl's statements were simple. Some of her responses seemed to have nothing to do with the question being asked, "the letter A." Her language patterns include repetition, "mom mom," "I eat pancakes" and "um." I found it interesting that the girl struggled to use the plural of crayons, but clearly stated "kids" in reference to the children she had been playing with after breakfast. She also misidentified the markers as crayons. Another part of this video I found intriguing was when the girl corrected the man. This happened when she was talking about being hit on the head with a block, but the man heard "rock," and she was not shy to correct him.

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While watching this video, I am not only noticing the errors that the little girl is making when answering, but it is also taking me back to my own child and her struggles with language development. She did not start speaking where she could be understood until she was closer to four years old. The little girl in the video is only two and has a good vocabulary for her age and the beginning of strong conversational skills.
The little girl in this video would answer most of her questions in the present tense as opposed to past tense of what she had already done earlier in the day. She also was able to correct him when he thought she said "rock" instead of "block." She repeated "block" until he heard her and corrected himself.

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When answering questions started her answers with "I". And answered in present tense. It was interesting when he repeated she had eaten pancakes and she said "I know that already". I thought it was interesting how she said block and he said rock and she corrected him until he used the right word. She seems to have trouble responding in the correct tense at times.

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After watching the video I found several things to be interesting:
- the most interesting and meaningful thing I saw was that Alicia made sure to correct her father several times until he understood what she was saying (when she said "block" and he thought she said "rock). This tells me that kids want to be understood and will keep insisting until they do. It reminded me of when my son was in preschool as a 3 year old and the teacher told me that no one can understand him and that he needed to start speech class because he was beginning to get very frustrated that people couldn't understand him.
- I also noticed how she had a hard time with understanding perspective. She thought that if she couldn't see herself, that no one else could either. Perhaps this is why she had a hard time with verb tense as well?

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As a two year old child, Alicia communicates well. I did notice that she answered in the present tense. At two, she may not be developmentally ready to speak in past tense or future tense. She was able to answer most of the "what" questions, but she didn't understand the why questions. When she has asked why the kid hit her with a block, she answered with her mom carried her. Another thing she didn't understand was number of crayons. At her age, she might be counting some but may not be able to count with one to one correspondence yet.

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Alicia reflected her father’s question in her answer albeit using the incorrect verb tense.
Her response to “What did you do this morning?” was “I did eat pancakes.” She also seemed to mimic the rising pitch at the end of her response.  This is appropriate when asking a question, but not when giving an answer. Unless- You may find this amusing:
The Gettysburg Address in Up Talk:
https://www.youtube.com/watch?v=pPZMy_JWsOU

As others here have noted Alicia consistently uses the present tense where the past is called for. She also uses the present tense where the future tense is needed.
She could not make the distinction between the cow kissing the dog and the dog kissing the cow.
She did not understand the difference between singular and plural and every writing implement is apparently a “crayon.”√

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The child was asked questions and she was answering in present tense and first person. Everything was with "I". Her sentence structure was not well together either as she was stating half sentences. Everything is in three to four word statements and not understanding things well. I think that she also didn't understand the numbers as well. I think everyone else in the class also stated the same information.

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When asked questions, the child wasn't consistently able to use the past or future tenses. For instance, when asked what she did in the morning, she said "I eat pancakes." not "I ate pancakes."
She did the same thing when she said "I can take ..."
She wasn't consistent in her use of articles. The first time she was asked what the marker was, she said "it's crayon" not "it's a crayon."
She didn't know the difference between the cow is kissing the dog and the dog is kissing the cow. I assume she just understood cow, dog, and kissing but not who is kissing whom.
When asked about numbers, she responded with A.Â
She wasn't able to understand number. When asked how many crayons there were, she couldn't say it even when told by her dad.
And she misunderstood (?) the word "carries." She said "she cares me." I have seen this in foreign students who learn language through hearing. They often say something incorrectly because that's how they "heard it."

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Alicia used the present tense throughout most of the video.  She further avoided plurals.  As she struggled to answer or describe, she seemed to make up her own "rules" in the attempts to answer, such as work order.  

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Alicia used the present tense throughout most of the video.  She further avoided plurals.  As she struggled to answer or describe, she seemed to make up her own "rules" in the attempts to answer, such as work order.  

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Alicia mostly used the present tense during the video, even when referring to past events. She seemed to use three-four word utterances as opposed to lengthy sentences. She also relied on pivot words like "mommy" or "he" to communicate. She did not understand the distinction between one crayon and two crayons (plurals) nor could she differentiate between which animal was kissing which.

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Alicia reminds me of many of my foundations of English students. They use simple present, and use modifiers like can or did. Most ELL's tend to drift towards the simple present. In addition, word order is important, many ELL's like Alicia still struggle with word order. There is also an issue with plurals, many language learners struggle with confusing singular and plural.

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As many people have already mentioned, I also noticed that Alicia tended to use the present tense for all verbs (with the one exception being "played"). While she does appear to attempt to differentiate tenses by adding auxiliary verbs such as "did" and "can," she is still developing a deeper understanding of tense. Considering her struggle to consistently produce the past tense, which generally speaking is a fairly simple tense, it is not surprising that she doesn't fully understand passive tense either. I also thought it was interesting that even when her father repeated the correct past tense form directly after she had made a mistake, Alicia persisted in using the present tense.

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Alicia showed verbal knowledge and understanding of the present tense. However, her knowledge of past tense is emerging. When she was asked, "What did you eat for breakfast?", she answered, "I did eat pancakes." Her insert of the word "did" may have been an effort to differentiate between then and now. Alicia responded to questions about the past both in present tense and the correct past tense. When asked, "What did you do after breakfast?", she responded "I go outside." However, she also stated that she "played with Michael." So, she is developing an understanding of when to use past tense. From the video, we saw that Alicia is not yet able to form the plural by adding -s to the end, nor is she really able to understand or utilize the passive voice (cow being kissed by the dog). Overall, her speech seems to have typical errors of a toddler, but she is understandable.

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Alicia used present tense verbs in all instances, when her dad appeared to be attempting to get her to talk about events in the past or anticipated events in the future. Her use of language also suggests that she did not fully understand what he was asking. For instance, she didn't answer the "how many do I have" question about crayons and didn't distinguish the cow kissing the dog from the dog kissing the cow.
The father-daughter relationship of the participants here makes me hesitate to draw large conclusions about the girl's speech and language use. To her, she's talking to her father, who has much more experience deciphering her meaning. In a few cases, we're also relying on his interpretation of what she's saying.

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I observed Alicia using the present tense of verbs when asked about the past indicating her conceptual understanding of the verbs but not yet their inflections, nor does she differentiate the subject from the action; she hasn't yet learned to express pluralities such as in using "i" for we and "a crayon and a crayon" for 2 pens; her schema also doesn't yet include pens or markers; she seems to understand the idea of care/caring but has confused it with the pronunciation of "carry"; and she seems to understand the question of "what happened this morning" to mean what happened to you this morning, by answering that she was hit with a block.

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Alicia is able to produce sentences that we as adults understand the meaning of, despite her grammatical errors. When walking through her morning, Alicia's responses did not venture into the past tense very much. Her original response to "What did you eat this morning?" was "I did eat pancakes." Alicia was trying to describe past events while using verbs in the present form -- for example, after she ate breakfast, she "go outside." These are errors made in a relatively "logical" manner, as she is using the same verb tenses just not at the right times.
We also saw that Alicia was having some trouble with singular vs. plural in the case of the markers ("crayon").

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There were several instances of language usage I observed in the video. Here are a few examples: When her father asks "What did you eat for breakfast?" and Alicia responds "I did eat pancakes!" mimicking her father's use of "do" but using it erroneously in her response. Later, her father asks her to show him "The cow is being kissed by the cow" using toys. Alicia doesn't understand the passive voice and makes the dog kiss the cow.