Running head: COMMUNICATION
OBSERVATION ON AN INFANT, ANN KATY
My observation context occurred at the public authority Children's Centre providing
Ofsted registered to care for the infants of five years and below. The Children's Community
Centre got categorized as an Outstanding by the Ofsted since July 2006 and operated with
toddlers with the extra needs since the 1970s. I selected an 18 months old little girl called Ann
Katy. She was the African Caribbean, and English was her only language spoken at home and
center. Concerning Ann, she has older siblings including Mark Hawkins and Sarah Hawkins
together with her parents, Mr. and Mrs. Hawkins. Regarding the language development, before
taken to the Children's Centre, at the age of 16 months, Ann could interact with her siblings and
learn from their communicating sounds to assist in sending information to the family members
and other relatives.
The Procedures for Administering the Observation
At the center, I had no contact with Katy's parents, however, the Children's Centre foster
grandmother, Mrs. Fernandez informed them about my remit, and they offered their drafted
consent. Moreover, the center's staff as well knew my responsibility, and my observation's
purpose thus allowed me to observe Ann but not to tamper or interact with her normal activities.
The scrutiny began at around 10:30 am up to 11:00 am. I was directed in a certain children's little
library by one of the staffs where I found Mrs. Fernandez, two-year-old Luis, and Ann Katy, my
target infant. I placed myself behind the room, unnoticeably slipped into a corner wishing that
my existence would go unnoticed by Ann. Since this was my first observation encounter, I
became uncomfortable and nervous of how Katy might react regarding me observing her because
she had no idea that I was watching her.
The room got filled with several children books as well as other stuff like the plastic book
bag hanged within the room divider. At the center of the room were Mrs. Fernandez and little
Luis. The foster granny was reading a book to the little girl when Ann walked over to the book
region where the two were sitting while reading their book. After nearing them, Ann stood there
for approximately one minute while watching and waving at them excitedly. Upon noticing
Katy, Mrs. Fernandez nodded and smiled at her, nonetheless, she kept reading that book to the
two-year-old Luis, who was only looking at the book reader and their book.
When Katy realized that neither foster grandmother nor Luis was not paying attention or
smiling at her, she hurriedly matched over to the hanged plastic book bag on the room divider
and started banging her hand against that particular book with a colorful caterpillar on the
surface cover while shouting "Read! Read!" She continually slammed the plastic book bag with
adequate force until it began to swing.
Concerning the toddlers' ways of communicating, the Vygotsky's theory suggests that the
infants learn through shared interaction, which involves observing what the caregivers, peers, or
parents do, and they learn from them thus communicating with them. Katy's behavior is quite
usual for her age. She is very social and likes interacting with others as a way of communication.
When she walked to the book area, Ann waves her hand to greet both Mrs. Fernandez and Luis
who are busy reading their interesting book. As the toddlers' brains maintain developing, they as
well create the capability of communicating, comprehending and producing the spoken language.
Infants study the language by absorbing the information through their senses of sight and
Additionally, it is advisable to interact positively with these toddlers regularly whenever
it is possible, which fasten the development of their communication skills. At the infancy phase,
these children tend to build emotional behavior, which gets impacted by the language and actions
they hear and see around them (Shatz, & Gelman, 1973). They thus communicate their
emotionality. At 18 months of age, they enter a different emotionally rocky time when they
become worried and frustrated and can throw anger for expressing their emotionality. They then
utilize the object to normalize their temper. For instance, when Ann notices that the foster
grandmother and Luis are just paying attention to their book reading and ignoring her greetings
and presence, she walks quickly to the hanged plastic book bag and forcefully bangs it until it
begins to swing.
Recommendations for enhancing the language and literacy development for Ann Katy
For the toddlers, the language and communication skills are vital for their success during
schooling and beyond. They incorporate the ability to comprehend others and express themselves
using gestures, words or expressions. Therefore, in infants including Ann, such communication
and literacy skills get obtained from teachers, parents or caregivers through various practices as
well as the interventions (Zauche et al., 2016). First and foremost, these people should become
chatty by engaging in talking with their toddlers since babies' language enhancement becomes
strongly impacted by the language and communi...