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Adult Teacher Interaction Paper

1478 Words6 Pages

1. Adult/Teacher Interaction: Infant-directed speech have many functions with the different pitches and repeating the phrase such as, attracting and keeping the attention of the infant. At this time, it is significant for adults to encourage infant to learn the language by listening and reading (Steinberg, Bornstein, Vandell, & Rook, 2011). Kian is two years old who born on January 23, 2016 and he was in the infants and toddlers lab 1. The teacher Tayler was explaining the pictures that are attached to the square shape of the toy and there were three children who were listening to her. The teacher was illustrating the huge ship and gave the square toy to them one by one after explaining it. While playing the activity, she gave the toy to …show more content…

During observation, it was hard to find the examples of the cognitive development from them because there were not many activities was going in the classroom because of their age. Kian was playing the square blocks with his friend and it looks like they were making the castle. During monitoring Kian, I observed that when the teacher took the block away and he cried for a second, however; he noticed that the teacher was hiding a block behind her back. While Milo is the one who playing with him could not find where is the block. According to the Table 5.1 at ages 18 to 24 months, infants are able to imagine where the location of the subjects when it is disappeared. (Steinberg, Bornstein, Vandell & Rook, 2011). It was same with what I have expected for 2 years old infants because I have an experience that I did hiding games with 1-2 years old kids. Though, the age gap between highest and lowest was about 1 year, it was found that the cognitive development of the younger infants who are in the room was totally different when I compared them with

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