Week 9: In The Field—Observing Language And Literacy Develop

Week 9: In The Field—Observing Language and Literacy Devel

Throughout this course, you have examined evidence-based research that explains how young children develop language and literacy. You have investigated the content presented in articles and videos and interacted with colleagues to deepen your knowledge of what it truly means to be an early childhood professional who supports young children and their families. To this point, you have been an active participant, steering your interactions, interests, and research. In this Assignment, you now take a step back and observe theory in action.

Like all great scientists, you place yourself in an environment that will allow you to absorb passively the world that you have been studying. These observations, when compared with your research thus far, will allow you to make profound connections to the content that has been presented in this course. For this Assignment, you spend 1 to 2 hours in a non-childcare, non-education–related, child-friendly setting that allows you to observe children and adults engaged in literacy development. For example, you might observe in a library, a zoo, or an interactive children’s museum. While you are in the setting, be sure that you have opportunities to observe children interacting with their environment, adults, and if possible, other children.

Review the document titled Field Experience: Observing Language and Literacy Development, which outlines the requirements for this Assignment. If you have not yet done so, schedule a time to conduct your field experience. While in the setting, be sure to reflect on the questions presented within your requirements document. By Day 7 of Week 9, submit a paper approximately 3 to 5 pages long that analyzes the findings from your field experience. If possible, include photos of the environment.

Note: As stated in your Module 5 Field Experience document, taking pictures is not required. Before taking any pictures, be sure to ask whether you are allowed to take pictures of the setting, as long as you exclude any pictures that include children and families.

Paper For Above instruction

In this paper, I will share the observations made during my field experience in a local library, focusing on how children and adults engage with language and literacy in a natural, everyday setting. This analysis will draw upon theories of language development and literacy acquisition, providing insights into how these processes manifest outside structured educational environments.

The setting was a public library, selected for its rich resources and conducive environment for spontaneous literacy development. I spent approximately two hours observing children and adults interacting within this space, noting their behaviors, interactions, and use of language. The library is a child-friendly environment equipped with books, storytelling areas, and computers, fostering a culture of reading and communication.

During the observation, I noticed that children demonstrate various stages of language development. For instance, some younger children relied heavily on gestures and expressive sounds to communicate their needs or interests, aligning with Piaget’s preoperational stage where symbolic thinking begins to develop (Piaget, 1952). These children often pointed at books or objects and used simple words or sounds, which suggests they are in the early phases of vocabulary expansion (Ginsburg & Golbeck, 2000).

Older children were observed engaging in more complex verbal interactions with peers and adults. For example, a group of children participated in a storytelling session, during which they used expressive language, asked questions, and related stories to their personal experiences. These behaviors reflect Vygotsky’s social interactionist theory, emphasizing the role of social interactions in language development (Vygotsky, 1978). The children were not only communicating but also negotiating meanings, demonstrating an evolving understanding of language functions like requests, explanations, and narrations.

Adults in the environment, including librarians and caregivers, played a crucial role in supporting literacy development. Librarians often engaged children in read-aloud activities, encouraging vocabulary development and comprehension skills. They used open-ended questions, prompting children to think critically about stories and encouraging them to express ideas coherently. This aligns with the scaffolding approach described by Bruner (1983), where adults support children’s language learning by providing appropriate challenges and assistance.

Moreover, I observed children engaging with environmental print—reading signs, labels, and instructions—which demonstrates emergent literacy skills crucial for later reading success (Clay, 1966). For instance, a young girl recognized the "Exit" sign and pointed it out to her parent, showing an understanding of print concepts. This demonstrates that literacy begins well before formal schooling, through meaningful interactions with text in everyday contexts.

Another notable aspect was the use of technology and media. Some children used computers and educational games, which supported digital literacy skills and facilitated informal learning. This aligns with the concept of multiliteracies, emphasizing that literacy extends beyond traditional printed text to include digital and visual literacies (Cope & Kalantzis, 2009). These tools serve as supplementary resources that motivate children and expand their modes of communication and comprehension.

The environment also fostered peer interaction, where children shared books, discussed stories, and collaborated on activities. Such interactions are vital for social-emotional development and help children acquire pragmatic language skills, such as turn-taking and conversational skills (Owens, 2012). I observed instances where children respectfully listened to each other, took turns in storytelling, and prompted peers for clarification, highlighting the development of conversational competence.

Overall, this observation confirms that language and literacy development occur through rich, meaningful interactions within the environment. The opportunities provided by the library—storytelling sessions, environmental print, peer interactions, and adult guidance—facilitate the natural progression of language skills as described by numerous theories. Vygotsky’s zone of proximal development (Vygotsky, 1978) is evident here; children are supported just beyond their current abilities, learning through social context and scaffolding.

In conclusion, the library environment exemplifies a setting where language and literacy develop holistically through interaction, exploration, and guided support. Observing these naturalistic behaviors reinforced the importance of accessible, engaging environments in fostering early literacy. As early childhood professionals, understanding how these processes occur in everyday settings allows us to better support children’s literacy journeys in various contexts.

References

• Bruner, J. S. (1983). Child’s talk: Learning to use language. Oxford University Press.
• Clay, M. M. (1966). Emergent reading behavior. The Reading Teacher, 20(6), 476–481.
• Ginsburg, H. P., & Golbeck, S. L. (2000). The development of reading and writing. In W. Damon (Series Ed.), & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 117–170). Wiley.
• Owens, R. E. (2012). Language Development: An Introduction (8th ed.). Pearson.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Cope, B., & Kalantzis, M. (2009). Multiliteracies: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164–195.
• Ginsburg, H. P., & Golbeck, S. L. (2000). The development of reading and writing. In W. Damon (Series Ed.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 117–170). Wiley.
• Larson, J., & Marsh, J. (Eds.). (2010). The SAGE handbook of early childhood literacy (2nd ed.). SAGE Publications, Inc.
• Researching young children’s out-of-school literacy practices. (2010). In T. Spencer, M. Knobel, & C. Lankshear (Eds.), The SAGE handbook of early childhood literacy (pp. 133–160). SAGE Publications, Inc.