Running Head: LANGUAGE AND LITERACY OBSERVATION AND ASSESSMENT 1

Observation #3

Language and Literacy Observation and Assessment

Kendall Munson

Santiago Canyon College

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The following report discusses the observations, assessments, and evaluation of language

and literacy development in preschool aged children. All observations were completed at the

Santiago Canyon College Child Development Center. The environment, the individual child’s

interaction, and the teacher-student interaction were all deeply considered throughout both

observations and assessments. The observation, conducted in one hour, focused on those three

different factors that promote proper language and literacy development. The methods for this

observation incorporated checklists, running, and anecdotal records. The first portion of the

observation was conducted within 10 minutes. The second portion of the observation was

conducted in 30 minutes with two five-minute breaks in between to highlight observational

notes. The third and final portion was conducted within twenty minutes.

Observing and Assessment the Environment

Prior to the observation, a checklist was made by the observer according to the elements

of a proper literacy-rich environment. Nilsen states, “A literacy rich environment is one with

accessible writing materials to encourage him to do just that” (Nilsen, 2017). Criteria for the

checklist was based off the textbook, classroom discussions, and additional outside research. All

observations took place over the course of ten minutes.

Observation

YES NO

Substantial amount of Yes.

materials that promote Markers, papers
literacy in each center (books,
play materials)

Play materials specific and Yes.

age-appropriate to each center Markers, papers, crayons,
(tables paper, whiteboards, items to trace, place labels
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books, etc)
Lemonade stand, set up,
students playing with toy
money, cash register, signs of
pricings.

Various centers for literacy Yes.

present

Students work displayed Yes.

within classroom or around
center

Multiple copies of materials Yes.

Center/area is set up in a way Yes.

that flows with classroom and
routine

Places for children to store Yes.

their work (wall, cubbie,
folder) Pictures of work displayed,
family members photos

*however, did not observe an

area for them to places coats
and bags, but it could have
been in door nearby that is
maybe a closet.

Students have ability to find Yes.

items with ease and Children have great sense of
understand routines specific room.
to each center

Is each center held to proper Yes.

safety standards? Always a place to wash
hands, not places for students
to trip over items.

Adults present at each center Yes.

In the event that they had to
leave, they would notify
another staff member.
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Assessment

The child’s environment plays a huge role in their development of language and literacy.

The classroom or outdoor play area are just some places in which they will be interacting

repeatedly throughout the day and each day until the school year is over. Items on the wall may

change, but with the proper changes and utilization of materials, their literacy and language will

only improve. The play materials in the observed classroom were abundant in both quantity and

quality, and specific to the activities meant to be used at each center. Once the children

completed their activities, there were also places for the children to store their work, specifically

on the walls. From the text, it is clear that “children are constantly interacting with literacy”

(Nilsen, 2017).​ ​Each time the child visits the center where their work is displayed, they are

reinforcing what they learned in that moment, and also gaining the motivation to work on new

material to have their work be showcased again. Another important component to the having a

literacy-rich environment is making sure that children understand others perspectives when it

comes to play. The California Preschool Curriculum Framework Vol 1 states, “Children ask

questions in environments that are cognitively interesting and challenging. They are more

confident and learn more in environments that are emotionally supportive” (California

Department of Education, p. 103, 2010). In the classroom were several pictures of children with

physical disabilities enjoying play with others who shared similar or different disabilities, along

with other students who do not have any detectable disabilities. By having the children

constantly interacting with these images, it prompts them to ask questions about situations,

scenarios, and people they may not already be exposed to.

Support/Recommendations for Support

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The environment in the observed preschool classroom was intentional and specific to the

purposes of each area. Having this set in place is already a great outlet for children to expand

their development of language and literacy. Environment plays such a huge role, in fact, that it

can be the a huge marker in how a child is able to recognize the world around them through

reading, speaking, and writing. The classroom was rich with materials that most children would

have seen in their daily routines prior to entering the classroom. The California Preschool

Curriculum Framework declares that, “play spaces with literary props (signs, lists), allow

children to congregate and to make choices that foster rich language and literary experiences”

(California Department of Education, p. 103, 2010). With the correct amount of supplies and

materials belonging to each center, classroom lists and signs present, and pictures of all children

from various backgrounds engaging in play, it can be clearly recommended that the environment

in the observed classroom continue to keep up their practices as they are clear, intentional, and

purposeful.

Language Development of an Individual

For this portion of the observation, the observer created and utilized a running record to

observe the language used by two individual preschool aged children. According to the

Preschool Learning Foundations Vol.1, “In pre-school, children are developing the ability to use

language for a range of purposes, such as describing, requesting, commenting, greeting,

reasoning, problem solving, seeking new information, and predicting” (California Department Of

Education, p. 63, 2010). Each observation lasted for 10 minutes with a five-minute break in

between to highlight notes. During the five-minute break, the observer went through the

prep-work and answered questions according to the observations.

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Observation

Group of students (entire class) going over rules for how to act emotionally with different

situations. Smiley faces used to indicate emotions such as happy, sad, mad, surprised. Teacher:

“Is it okay to hit?” Class: “Nooooo!” Child A raises hands to answer various questions. T: “What

can we do when someone is bothering us?” Child A: “We, we, we can tell a friend or, or, or, tell

our moms.” T: “Our parents aren’t here so who should we tell?” Class: “Teacher!” Students were

asked what emotions are and what they knew about them. Teacher would write on whiteboard,

asking open-ended questions along the way. Child A asked their peer, “Are you my teacher?” No

response. Child A: “I raised my hand and I said ‘meeeee’!” T: “Who’s at Ms. Vanessa's table?”

Child A: “Me! I am in..” Child A hands chair to teacher and says, “Here you goooo!”. Child A

then says to peer, “I gave it to the teacher.” Child walks to table with intern and group of

students. They are engaged in arts and crafts, making flowers out of paper and putting that on a

popsicle stick. Child A: “That’s Graces!” Child A then says, “That’s a garden. Can I have the red

one?” Child A: “There, there’s red markers.” Child A: “It, it, it, like, ike, making paper

airplanes.”

Highlights. ​ /t/, /s/ sound nonfluid (almost as if a lisp is present), repetition of words, not

a stutter, just repetition at beginning of phrases. Child A was able to follow how to cut paper

when asked, and followed activities.

Group of six children engaging in free-draw with two adults. Child B: “I’m drawing my

mommy.” Teacher: “What does she look like?” Child B: “Like this!” Child B then says, “Here is

my dad!” T: “Oh, daddy has short hair.” Child B continues drawing. Teachers continue to ask

open-ended questions to other students about their pictures and family members. Child B: “Mira,
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I did my name.. aqui”. T: “Do you want to try it on the other side?” Child B flips paper and is

guided by teacher on how to write name. Teacher explains the ups, downs, and patterns of each

letter in child’s name. T: “Awesome! Mommy’s gonna know what you made for her.” Child B:

“Can this stay here?” Child B opens folded paper and continues writing and drawing inside.

Child B does not talk to other peers. Child B stands up to grab new marker color placed in center

of table. Child B remains engaged in drawing. Child B: “Teacher, I got it! See how I did it? I got

this and then Dosh got that one.” Child B closes marker cap by slamming it down on table, cap

facing desk. Child B stands to grab new marker and continues drawing. Child B stands to wash

hands at the hand station, handing teacher paper before doing so.

Highlights. ​For articulation, Child B clearly articulated most phonemes. One time said

Dosh instead of Josh. Child B followed verbal instructions from teachers. The child was able to

communicate being done with specific activity, stated about five words per sentence, one time

getting up to ten words.

Assessment

Child A was presented with several opportunities in which their language and literacy

could be reinforced. By being asked open-ended questions, Child A was able to demonstrate

their knowledge in a free and open space amongst his teachers and peers. Nilsen explains,“By

taking opportunities to listen to child’s conversations throughout the day, teachers can

encourage, enhance, and assess children’s language development” (Nilsen, 2017). Child A was

enthusiastic about answering questions about what they knew and eager to learn more about

information they did not previously know before the activity. Simply because Child A felt
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comfortable enough to do so, both teachers and observers are now able to properly provide the

support that the child needs.

Child B was engaged in a small group in which arts and crafts projects were produced.

As the child was freely engaging in this prepared activity, they were free to discuss what they

were drawing, why they were drawing it, and what interpretations could be made based on their

product. The conversations in which the teacher engaged in with the child were prime examples

of diagnostic interviews. Diagnostic interviews aid in the observation, assessment, and support of

a child’s speech and language development. The textbook informs, “Interviewing young children

with the purpose of assessing speech and language development… can be done in small groups

and make the children more relaxed in the company of their peers; the responses are richer

because of their interactions” (Nilsen, 2017). The observations for Child B highlight their

comfortability level with the teachers. Knowing this, the teacher continued to ask questions and

get a better understanding of the child’s language and literacy development in order to better aid

the child in the future. This simple interaction will reap incredible benefits for the both the child

and adult.

Support/Recommendations for Support

Child A did not shy away from conserving with both adults and peers. In fact, Child A

was eager to express their knowledge and showcase their vocabulary. There was slight repetition

of pronouns such as, “we, me” and also the nominative pronoun “it”. All of these words were

repeated more than twice and at a fast rate. I would not determine it as a stutter as the words

seemed to be repeated out of excitement to answer and also to be made sure their answer was

heard. Other than this, the speech was fluid. Recording a child’s conversation can be done to
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determine if a referral to a speech therapist is needed. So long as the recordings are confidential

and stored in the portfolio, they serve as a viable option. (Nilsen, 2017).​ ​It would be

recommended to record Child A’s conversation to see if the same issues occur. From there,

talking to the family would be best and, if needed, a referral began.

Child B felt very comfortable with their teachers and other adult figures in the classroom.

When completing the activities, the child was happy to express what they were drawing, and or

writing. The teachers and other staff were exceptional at ensuring that every comment was noted

by the adult and interest was expressed in her statements. It would be highly recommended to

continue with that level of scaffolding. There were some moments in which the Child B did not

verbally express what they needed from an adult, but instead would for example, hold out the

piece of paper to initiate asking the teacher to help them write. While the adult was overseeing

another child, the teacher did not ask the child to verbally express their desires. The California

Preschool Learning Foundations Vol 1 expresses that at 48 months of age, the child should be

able to ask for help from the teacher to write something (California Department of Education, p.

69, 2010).​ ​While it is admirable that the child feels so comfortable with the adults in which they

are consistently with, going on to higher grade levels will only make the demand for the child to

communicate verbally all the more important. It would be recommended to coax the child into

asking a question or making a statement with their words, to create the habit and understanding

of using their language.

Teacher-Child Interaction to Support Language/Literacy

The observer created and used an anecdotal recording method for teacher-child

interaction of a preschool classroom. According to the CA Preschool Curriculum Framework,

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“Teachers should encourage all preschoolers to join in activities that will expand their language

and literacy skills” (California Department of Education, p. 98, 2010).​ ​The observer intentionally

looked at how these interactions aided the child in their development of language and

literacy.The observations took place over the course of twenty minutes.

Observation

Teacher asks child if they want to put their name on the project made at the arts and crafts

table. Child gives teacher their name. The teacher places real soil in each child’s flower pot and

instructs children on how to fill in rest of pot. The teacher asks the student why there needs to be

soil and tells the child the answer if they do not know. The teacher also asks if more water is

needed and how much soil to put in. Most of the classroom is engaging in free play. Teachers are

cleaning up but keeping an eye on students. Little conversation happening amongst students. In

one area of the room, each child goes to the one teacher and writes name on flower pot. Teacher

asks child how to spell it and helps them write it by having them sound out their name. Child

asks what flavor ice cream teacher wants from play shop. Teacher asks questions such as what

flavor the child has in hand, and what other flavors the shop has. The teacher also asks child to

identify flavor by color of ice cream. Another teacher at a different table helps new group of

students put soil in their pots. The teacher warns them to be careful because the pot can break.

The teacher asks this group of students how to spell flower and has the children sound out each

letter as the teacher writes it out. Over at the play lemonade stand, the teacher helps out student

struggling with cash register toy. Teacher spells out the words “on” and “off” and asks child to

find it on toy. At the table across, the teacher asks child what they are drawing. At first, the child

does not respond and timidly shows teacher, then continues drawing.
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Assessment

Children will only be able to have their language and literacy development promoted

when being talked to and being able to talk to others. Children often look up to adults and take

delight in conversing with the individuals they see on a daily basis. The individuals of the

observed classroom seemed to have a proper understanding of this and even though they were in

a time of transitioning from one activity to another, still remained to advocate for several

children’s language and literacy. The California Preschool Framework Vol. 1 explains, “adults

play a significant role by acting as detectives to find language and literacy opportunities

everywhere and then use them as teachable moments (California Department of Education, p.

100, 2010). The arts and crafts project did not act as a time-spender, but instead was intentional

in understanding what the children know or do not know about plants and taking care of them.

Along the way, each adult would ask both open-ended or one-response questions to both gage

the knowledge of the child in regards to the activity. The teacher also promoted the student’s

language when asking to spell our their names on the flower pot. Although the children were not

the ones specifically writing, they were engaging with their alphabetic print and word

recognition. The adults exemplified their knowledge of scaffolding the language development in

their students based upon the Preschool Learning Foundations, Vol. 1 which states, “[p]reschool

children tend to learn first the letters that are most familiar to them, such as the letters in their

own names and the letters that occur earlier in the alphabet string” (California Department of

Education, p. 53, 2010). The seemingly simple act of asking the students to spell and or sound

out their names helped the recognition of letters in that moment and will aid them and in both the

recognition and understanding of more complex words at later dates.

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Support/Recommendations for Support

Based on the observations of this preschool classroom, it can be reasonably concluded

that the adults and other staff at the Santiago Canyon College Child Development Center are

aware of all the different ways to highlight literacy and language through their actions of pulling

information from the students regarding their knowledge of information both in and outside of

the classroom. As educators, it is important to tie in information outside of the classroom. Nilsen

reminds us that, “The world of outdoors brings many opportunities to connect with literacy to

develop reading and writing fluency” (Nilsen, 2017). The only recommendation that can be

given is managing the work between all adults within the classroom. For several minutes, little

conversation was happening with and amongst students as the adults were cleaning up and

transitioning between activities. While this is understandable and a real-life situation, there could

have been one adult in charge of cleaning while the other adults observed and encouraged

conversation between students. Otherwise, the educators, staff, and other adults participating in

the observed classroom are doing an exemplary job at promoting both language and literacy.

Reflection

Having now completed three total observations, the overwhelming feeling of checking

off all your pre-planned tasks seems less daunting. As a future Speech Pathologist, the goal of

observing, assessing, and evaluating language and literacy was of more interest to me than the

previous observations. Information that was previously gleaned from other classes aided me in

this observation. In the textbook, Nilsen stresses the importance that literacy has on the child and

their development in all domains. Nilsen explains that “literacy is an active and complex

process” (Nilsen, 2017). By observing these children, I was able to see this statement applied in
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real-life contexts and situations. The advanced knowledge on this statement alone would not

have been possible without completing the observation cycle.

Granted with the opportunity to dedicate a substantial portion of the observation time to

looking at teacher-child interaction also put the role of the teacher into perspective. Children are

naturally inclined to talk to those with who they spend the most time with. For them, it can be

exciting to share about their weekend, day, or life milestone. The California Preschool

Framework Vol 1 states, “conversation with adults and with peers, exposure to print, and writing

and drawing materials are key to fostering language and literacy” (California Department of

Education, p. 103, 2010).​ ​The teacher can then take note of the conversation with the child or

several children and create activities that would incorporate that information. During the

observation, I was able to witness how as teachers and/or adults interacting with students, we can

take these conversations and champion a child’s literacy and language development on the spot.

Conclusion

The observation centered around language and literacy development in preschoolers was

conducted using a various amount of observational methods. All observations were completed at

the Santiago Canyon College Child Development Center. Each method was held to a specific

timeframe and was organized accordingly. By using these methods, the observer gained a unique

perspective on the importance of proper observation, assessment, and supportive analyses.

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Reference List

California Department of Education (2010). California preschool learning foundations, (Vol. 1).

Sacramento, CA. Retrieved from

https://www.cde.ca.gov/sp/cd/re/psfoundations.asp#psfoundvol1

California Department of Education (2010). California preschool curriculum framework, (Vol.

1). Sacramento, CA. Retrieved from

https://www.cde.ca.gov/sp/cd/re/psframework.asp#psframevol1

Nilsen, B. (2017). Week by week: Plans for documenting children’s development. Australia:

Cengage Learning.
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Observational Notes
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