An Authentic Collage of a Young Childs Communications

Child chosen for observation: Name: Mia Consolacion Age: 3 ½ years old About: Mia is a child from a single parent family. She sees her father weekly. Mia has one brother named Tyler who is almost 8 years old whom she is very close with, and a baby brother due in February. Mia attends a tiny tots dance class once a week, which concentrates on 4 areas – jazz, tap, ballet and acrobatics. She also goes to a daycare centre Tuesday to Friday. Mia enjoys dancing, books, puzzles, Dora, Barbie, Disney Princesses, dolls, watching television and DVDs, playing at the park, playing with her brother, going to daycare and spending time with family. She also shows interests in singing, music and everything a Mummy does. Mia gets sick quite easily and knows the doctor examination routine well. She has asthma, eczema and anaphylaxis to peanuts. Her favourite colour is pink. She loves eating and has a well balanced diet. Her days are mainly routine with free time to do as she pleases. Mia has access to games, books, toys and technology everyday. She is quite independent, and only asks for help with something if she really needs it. She is well behaved, polite, caring and well-mannered but has some attachment issues. Mia has met all the milestones for her age, although her speech and pronunciation is sometimes unclear. She can read simple words (a, I, to, and, be, the). She speaks English and knows some words in Tagalog and Spanish. She can count to ten in all three languages. Mia loves to learn!

Playing “Mum” This play has been recorded over the last six months of 2011. Mia often plays “Mum.” As seen in the mind map below, the progression of her learning and communicating through play different roles of a mother, and ways of portraying these actions in different ways. Mia plays “Mum” by taking care of her dolls. She pretends to feed them a bottle, give a dummy, change their nappies and rock them to sleep. Mia plays “Mum at daycare by taking care of dolls in the same ways, but feeds them in a highchair and carries them around in a child carrier strapped to her body. She also plays this game with other children. Mia adds to her play by pushing her dolls around in prams both at school and at home as well as making a car with chairs and pretending she is driving around with her “babies” in her car. Mia is found at home mimicking a mothers natural ability to breastfeed a baby by taking her doll to her chest and holding it close. She seems to be reluctant to explain when asked “what are you doing with your baby?” Mia wants family members to join in playing “mums and babies” at home by either looking after Mia as a baby) and her dolls, or by pretending to be a baby so that she may look after them.

Playing Cooking Mia often watches her parents cook and asks “what are you doing” at different parts of the cooking process, and “what is that” for each ingredient and instrument used to cook. Her interest prompted them to purchase a kitchen, props for cooking, eating, drinking and toy foods, so that Mia may “cook” too. Mia communicates her knowledge of her parents cooking through her own demonstrations when playing cooking by saying aloud what she is doing in a step-by-step process. She also sets the table, serves family members their meals and pretends to wash up and put everything away when she is finished. Mia engages in sociodramatic play whilst playing “Mum” and while cooking. Through role play she is showing that she understands what a mother does when she is caring for her baby. She carries out this play persistently and uses pretend actions, objects and creates a situation often verbalising what she is doing. Mia shows what she is thinking about by showing what she knows through her play (D, Curtis., & Carter, M. 2000. pp80). She shows how her make-believe play is her representation of scenarios that occur in reality (Curtis, D., & Carter, M. 2000. pp84). She has added to these scenarios and changed her play to suit what she is representing about certain instances a mother would experience. Early language and exploratory oral language is used during her play (Evans, J. 1997. pp1). Mia talks about what she is doing and when including others, the roles that have to be played. Mia shows that she has a strong sense of Identity (The Early Years Learning Framework for Australia. (EYLF) 2009. pp20-24) and that she is an effective communicator (EYLF. 2009. pp38-44). This is apparent in the ways that she shows confidence in herself and the way she plays, and the way she is able to interact and express herself.

Retelling stories from books: – I wish I had a dinosaur Mia’s brother purchased a book for Mia called: I wish I had a Dinosaur (2004). This observation was from October, 2011 and has continued until now. This book was immediately the new favourite book and she constantly asked her mother to read it to her. Mia started to recognise simple words through recognition as her mother would point to the words while reading and because of the repetitiveness of reading this book. She also started to retell the book from memory, by picking out familiar words, and by remembering what part of the story the pictures related to. Mia shows that she has a strong sense of identity (EYLF. 2009. pp20-24), that she is connected with and contributes to her world (EYLF. 2009. pp25-29), that is a confident and involved learner (EYLF. 2009. pp33-37), and that she is an effective communicator (EYLF. 2009. pp38-44). When reading Mia takes on the role of a narrator adding “THE END” (Shagoury, R.E. 2009. pp13) when she is finished the book. Mia shows that being able to interpret the pictures in this book is important and a step towards reading as she can interpret the picture (Birckmayer, J., Kennedy, A., & Stonehouse, A. 2008. pp9) what it means and what text would accompany it. As well as reading the simple words she knows, she can put it all together to “read” the book as closely to how someone who knows how to read fluently would. As Mia has many outlets at home and at daycare for reading, she may feel a sense of being able to experience and expand upon her reading with enthusiasm and confidence ((Curtis, D., & Carter, M. 2000. pp84.).

Singing- 1 finger… 1 finger, 1 finger, mountain, mountain. 2 fingers, 2 fingers, scissors, scissors. 3 fingers, 3 fingers, whiskers, whiskers. 4 fingers, 4 fingers, octopus, octopus. 5 fingers, 5 fingers, butterfly. Fly, fly in the sky. Sung January, 2012 1 finger 2 fingers 5 fingers 4 fingers 3 fingers

Singing Incy Wincy Spider Sung January, 2012 – With three variations: Incy Wincy Spider Big Hairy Spider Little Baby Spider Mia sings Incy Wincy Spider using the actions that is usually applied to the song. She sings it in a normal singing voice. When she sings Big Hairy Spider, she uses a bigger singing voice and claps her hands right on top of left, left on top of right instead of using the normal spider action. Her other actions are also bigger. For Little baby Spider, Mia uses a smaller voice. Instead of the normal Incy Wincy spider action she uses the tips of her fingers and all of her other acions are smaller too. Mia demonstrates that through words, symbolising, and tone of voice that she understands the context of each song. Motor skills are used to communicate what is symbolised in each song (Birckmayer, J., Kennedy, A., & Stonehouse, A. 2008. pp33). Mia uses her hands and fingers to show the different spiders, numbers and what each hand can symbolise using those numbers she shows with her fingers. Mia shows that she has a strong sense of identity (EYLF. 2009. pp20-24), that she is connected with and contributes to her world (EYLF. 2009. pp25-29), that is a confident and involved learner (EYLF. 2009. pp33-37), and that she is an effective communicator (EYLF. 2009. pp38-44). Mia is confident in herself to sing aloud and communicate the songs the ways in which they are sung. She sings with family and socially at daycare showing she is part of a community and can share experiences.

Retelling stories: Playing Doctor - Experience to actions, reading and understanding Mia has been to the doctors and hospital many times since she was only months old. Her health has improved greatly but she never forgets the examination routine. Mia loves to play doctor and has a doctor toy play set. She examines and treats family members and friends and also has said that she would like to be a doctor when she grows up. Mia has recently got a book for Christmas called: Say “AHHH!” Dora goes to the doctor (2011) This book is about Dora visiting the doctor with her mother for an examination. Mia relates to the experience Dora has and comments on many aspects such as waiting in the waiting room and the different parts of the examination. Many first step oral language development indicators are to be acknowledged in this observation. Mia shows that she can communicate orally (Evans. J. 1997. Pp1-2) as she can explain the examination process that is in the book, and what she is doing as she play-examines her patients. Mia shows that she has a strong sense of identity (EYLF. 2009. pp20-24), that she is connected with and contributes to her world (EYLF. 2009. pp25-29), that is a confident and involved learner (EYLF. 2009. pp33-37), and that she is an effective communicator (EYLF. 2009. pp38-44).

Making Faces – Relaying Emotions December 2011. Mia’s new favourite game to play is you be (emotion), I will be (emotion). She expresses feelings with her facial expressions and body language. She made this game up herself! HAPPY ANGRY SAD SURPRISED CHEEKY SCARED SHY

Understanding Emotions: Conversation and events recorded on January 2nd, 2012. Mia shows her mum the children’s safety scissors (that belong to her older brother) from across the room with a big smile on her face, asking with her expressions if she can use them. As her mother is doing an assignment in plain site, she gives Mia a nodding yes. She is happy as she is not usually allowed to use the scissors and starts cutting away at scrap paper. “What are you doing?” asks Mia’s mum. “I’m cutting paper with the scissors” Mia responds. She is quite pleased with herself and continues for about five minutes. She then leaves the paper and scissors and goes to her mum with a sad look upon her face, holding her finger. “What is wrong?” Her mother asks concerned. “I almost cut my finger” Mia answers. Mum then says, “that’s why I don’t like you using scissors Mia, I don’t want you to get hurt!” Mia immediately hugs her mother tightly and says “I love you Mummy.” Mia shows through her loving embrace that she now understands why in the past her mother would say “no” to her use of the scissors. It was not to upset her, but because she cares for her and her safety. Mia shows that she has a strong sense of identity (EYLF. 2009. pp20-24), that she is connected with and contributes to her world (EYLF. 2009. pp25-29), she has a strong sense of wellbeing (EYLF. 2009. pp30-32), that is a confident and involved learner (EYLF. 2009. pp33-37), and that she is an effective communicator (EYLF. 2009. pp38-44). Mia is confident in herself and has a strong emotional well-being. She has taken what she has learnt and seen about emotions and can act them out effectively according to the label that they have. Therefore understanding each emotion and what she may feel if she is experiencing them, or sees someone else experiencing them. She shows her mother that she truly cares for her and understands that she also cares deeply for her. She shows that she can verbalise her feelings as well as use body language to get the message across.

Listening to stories – Life/family: Impending baby Events since June 2011 until now. When Mia’s mum fell pregnant, she showed Mia a picture of her big brother holding her after she was born. She explained how he was such a proud big brother! Mia was curious and asked her mum many questions about the baby growing inside her mums belly. She learnt many things. She also role played being a mum more. Mia starts talking to the baby inside her mums belly and sings him songs. Mia’s mum tells Mia that her big brother use to do that too when Mia was in her tummy. Mia became increasingly attached to her mum and most family when they must leave her – Mia’s mum thought maybe it is because of the baby on the way and because Mia will not be “the baby” anymore. Mia is very excited about the baby and even says “goodnight” to him and kisses her mums tummy. She cannot wait to help when the baby comes.

Retelling stories: From life to drawing a picture Mia drew this picture in November of 2011. As you can see it is a picture of her brother, herself, and her mum pregnant. This is Mia’s interpretation of her family. Mia listened and participated in questioning her mother about her pregnancy and drew her family which included a pregnant belly with something inside it. The bellies contents may resemble a jelly bean as that is the nickname given to the baby since early on. Mia shows that she has a strong sense of identity (EYLF. 2009. pp20-24), that she is connected with and contributes to her world (EYLF. 2009. pp25-29), she has a strong sense of wellbeing (EYLF. 2009. pp30-32), that is a confident and involved learner (EYLF. 2009. pp33-37), and that she is an effective communicator (EYLF. 2009. pp38-44). By providing Mia with the right tools both at home and daycare (Barratt-pugh, C., Rivalland, J., & Hamer, J. 2003. pp51), Mia is able to draw quite well and can provide a picture that has meaning but also can be distinguished as objects or people. Paying attention to detail, Mia had drawn two females that have bigger lips (perhaps with lipstick) and hair on the top of their heads and a male on the left. When asked who they are she clearly identifies them as herself (middle), and her brother (left), and her mother (right). She also identifies the baby in her mothers tummy! Mia uses her art to symbolise what she is thinking about (D, Curtis., & Carter, M. 2000. pp80).

In conclusion… As a teacher I would take these ideas and expand on them by giving Mia more opportunity to learn more. With the role playing, a home corner for cooking and looking after dolls is ideal. I would expand on what she has already experienced by introducing more props that could expand her scenarios. Books from all sources of literature would benefit Mia’s growing love and fascination with reading. Many different kinds of books could interest a child including cookbooks, maps and picture encyclopedias. New songs could be introduced every few weeks so that she can experience new words, actions and rhythms. A first aid book that shows how to treat people would be an expansion upon her doctor knowledge. She could also learn about different kinds of doctors, such as how some doctors specialise in certain fields like brain surgeons, optometrists and vets. I would continue to let her act out emotions and nurture her understandings and emotional needs. I would encourage her and her family to keep speaking to her about real things in their lives as these types of things are showing to be of importance to her. I would also listen to her stories and encourage her with questions and help her understanding of things that are happening in her life.

References: Annggabrata, I., Anggawan, M. (2004). I wish I had a dinosaur. Linfield, NSW Australia: Scholastic Press. Australian Government Department of Education Workplace and Training (2009) Belonging, being and becoming. The early years learning framework for Australia, ACT, Author. ·   Barratt-Pugh, C., & Rohl, M. (Eds.). (2001). Literacy learning in the early years. (5) Crows Nest: Allen & Unwin. Beinstein, P. (2011). Say “AHHH!” Dora goes to the doctor. UK: Paraggon. Birkmayer, J., Kennedy, A., Stonehouse, A. (2008). From lullabies to literature: stories in the lives of infants and toddlers. Washington, DC, USA: National Association for the Education of Young People. o   Curtis, D. & Carter, M. (2000). The art of awareness: How observation can transform your teaching. (8) St. Paul, MN: Redleaf Press. Evans,J  (1997). Indicators for oral language continuum. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=de60266594.pdf Makin, L., Diaz, C.J., McLachlan, C. (2007). Literacies in childhood: changing views, challenging practice (2e). Chatswood, NSW, Australia: Elsevier Australia Shagoury, R.E., (2009). Raising writers: understanding and nurturing young children’s writing development. Boston, MA, USA: Allyn and Bacon (Pearson)

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