Language Observation – Running Record 1

Language Observation – Running Record Title Page:

Linda Pena

Santiago Canyon College

Language Observation – Linda Pena 2

Section 1: Language Observation Notes-Running Record Documentation

Who Child
Exact Language Transcript speaking Type of
Time with/to Communication
5:00 Child A and an SLP sat at a small Speech Verbal
rectangular table with a board game Language Communication
total
and small pieces in front of them. The Pathologist Expressive
minutes
SLP articulates clearly with emphasis (SLP) Language
on the “guh” sound saying “Got, I got
a banana.” And then the “ph” sound “I
want to find a dress did you find a
dress?” Child A replied “des, I found a
dress.” The SLP asks “who is holding
a dress?” Child A put together a rigid
sentence as they repeat out loud with
the SLP “She... is… holding…her…
dress.”

8:00 Child A and their mother sat in a quiet Mother Expressive

playroom that has a couch, toy crib, Language
total
minutes child size chair, and small circular
table. The mother held a baby doll in
her arms and asked Child A “can you
grab the blankie for mommy?” Child A
walked across the playroom as the
mother states “thank you, the baby’s
cold.” Child A walked into a reading
area, looked around and found a baby
blanket that had fallen between a
chair and bookshelf. Then, Child A
picked up the blanket and walked
back over to their mother and handed
it to her.
Expressive
Child B was sitting in a quiet reading Teacher
Language
area with 2 other peers and a male
teacher. The teacher asked “Should
we do a little story? Like…” Child B
mumbled “no” as other peers chime in
and then reached their arms out in the
shape of a T and extended their arms
Language Observation – Linda Pena 3

and fingers as far as they could and

said “No, a big one!” the teacher
replies “yeah, okay you want a big
story?” Child B replied, “yeah a big
story.”
7:00 While in an outdoor, fenced in, play Teacher Non-Verbal
area were 2 teachers and 3 students Communication
total
in nearby proximity. The teacher held Receptive Language
minutes
up a list of visual options for Child A to
choose from. Child A did not make
eye contact with the visual list or
teacher. The teacher maneuvered
behind Child A and used her pointer
finger to point toward a nearby peer
that was standing with their back
toward them. The teacher crouched
next to Child A saying, “tap him on the
shoulder” and mimics a tapping
motion toward the peer. Child A used
his right hand to gently tap their peers
left shoulder. Child A immediately
reaches toward the teacher for a
reassuring hug.
Adult Figure
Non-Verbal
Inside a living room setting, Child A Communication
and an adult male played with Receptive Language
bubbles. Child A stood toward one
end of the couch swaying his upper
body back and forth while bending
their arms at the elbows close and
tight. Child A flapped their arms as
they attempted to stand underneath
the falling bubbles being blown by the
adult. The adult asked “are you
flapping your arms because you’re
excited? Say, “I flap my arms when
I’m excited” Child A says assertively “I
flap my arms when I’m excited.” As
they bounce onto a couch with arms
ready to flap once the bubbles are
blown into the air again.

6:00 In a kitchen play area of a busy Teacher Verbal

Language Observation – Linda Pena 4

total classroom, Child A stood with a chef’s Child B Communication

minutes hat, apron, oven mitts on both hands Expressive language
holding a small pan filled with balls of
dough. The teacher spoke to Child A
saying “okay…put those in the oven”
Child A looked up to see Child B
standing in front of the oven and
exclaimed “Child B go there!” The
teacher picked up on the emotion in
Child A’s voice and said “well, say,
“Child B, excuse me, please.” Child A
repeated in a frantic tone “Child B,
excuse me, please.” The teacher adds
“I have to put my cookies in the oven.”
Child A repeated “I have to put my
cookies in the oven.” Child A leans
against the wall when the teacher
said, “see? She moved for you; go
ahead” Child A placed her cookies in
the pretend oven.

3:00 During reading time with a small group Teacher Expressive

total and Teacher, in a classroom that was Language
minutes busy with many other students voices
in the background. The teacher read a
book and asked the group “is she
trying to relax when she does that?”
Child A replied “no she, no she said
bad...” the child stumbled to get their
sentence out. The teacher continued
to read to the group while Child A
shouted “…the clouds go away” and
pointed at the book and exclaimed
“look teacher!” she responded, “what’s
happening?” Child A said, “the clouds
are going away!” As the teacher
flipped to the next page Child A
pointed to the page and asked, “why
the curtain close?”

3:00 In a classroom with a small group of 4 Teacher Expressive

total children and a teacher. The teacher Language
referred to a book that was red the
Language Observation – Linda Pena 5

minutes day before and asked the group “can

you think of some ways Rosie
traveled?” she asked Child A “how did
Rosie travel?” Child A replied “she
went across the river and went over it,
but she fell in.” The teacher praised
Child A saying, “you have some good
position words, she went across and
she went over.” Later, the teacher
asked, “do you all know what under
means?” the group said yes, the
teacher then asked Child A “okay, go
ahead and show us, she is going to
show us under.” Child A crawled from
9:00 her spot next to the teacher and
underneath a small circular table.
total
minutes
13:00 Inside of a classroom seated at a Teacher Expressive
total short circular table with rolling pins, Language
minutes raisins, and a baking sheet. The
teacher noticed that Child A was
peeling something off of the table and
asked, “are you peeling all the dough
off the table?” Child A, continued
peeling dough from the table, looked
toward the teacher and responded to
her auditory request by nodding their
head up and down for yes. The
teacher asked “…how many raisins
did you use on your gingerbread
man?” Child A used their pointer
finger to count while quietly saying
“one, two, three, four, five.” Then
looked back in the direction of the
teacher. The teacher then counted out
loud to Child A “one, two, three, four,
five, six. You used 6 raisins on your
gingerbread man.”

7:30 Sitting on the carpet in a row with a Teacher Expressive

total large group of children, Child A sat Language
minutes with an adult and a book in their lap.
Child A shouted out “oh see, it’s una
 Teacher Verbal
Communication
Language Observation – Linda Pena Expressive 6
Language
pizza de apple!” A teacher that was
out of frame said “It is. It’s a pizza of
apples, but you call that an apple pie.”
During circle time a large group of Teacher
students gathers on a circular carpet
to discuss a book together. Child B sat
at the front of the carpet facing
forward as the teacher said “This book
is in English, and this book is in
Spanish. What’s happening on the
cover of these books?” Child B
replied, “They’re giving besos.” The
teacher replied “they’re getting
KISSES, right? besos is kiss in
Spanish.”
While in a busy preschool classroom,
a small group of children and a
Total Amount teacher gathered
of Time: around a small
64 minutes Section 2: Informal
circular table. The area was filled with
toys and children were heard talking Language
in the background. ChildAssessment
A sat at the
table with pretend food in front of
1. Articulation
them, the child held up a green pickle
While observing
shapedafoodSpeech-Language
to their ear andPathologist
sayid, (SLP) and a young child during a
therapy session, they sit
“She’s sick, sheatwent
a small rectangular
to the doctors.” table. I notice that they have a board
game sitting on the table between them with small square pieces. During the game,
while looking at the teacher. The
the child and SLP take turns opening and memorizing which objects are in which
small box,teacher
the SLPasked
asks “what time?”
the child to which
“so what did you get? I gah…” the child replies “I
the child replied “three thirty”
dot a…” The SLP then intervenes and says “No, I don’t want to hear dot. Gah, gah,
got.” The child repeats “I got a ba-nan-a”
The SLP does an excellent job of practicing articulation while keeping the child’s
attention with a memory game. The child’s speech was fluid, but they struggled with
sounds such as guh, fuh, and yah. From a small example during their conversation,
the SLP asked with an emphasis on the fuh sound, “I want to find a dress, did you
find a dress?” to which the child answers “des, I found a dress.” 2. Receptive
Language
2. Receptive Language
While observing receptive language a mother and her son are in a clean and
organized room playroom. There is a rectangular small table at the center of the
room where the mother sits on the floor holding and rocking a baby doll. The child is
exploring a coat rack with some sweaters on it when the mother asks, “can you grab
the blankie for mommy?” the child is receptive to the sound of her voice and walks to
Language Observation – Linda Pena 7

the other side of the room confidently the mother says “Thank you, the baby is cold.”
There they look around at a day bed, bookshelf, and small couch it looks as though
there is no blankie to be found where he looks until he pulls out a small white baby
blankie that had fallen between the bookshelf and small couch. The child takes the
blankie directly to his mother with his arm extended out in front of him as he releases
his closed grip and puts the blankie in her hand. This child showed skill in receptive
language by replying to his mother’s request to retrieve the blanket for her.
While watching an observation I came across a video where a child sits in a quiet
reading area with 2 other peers and a male teacher. They are all sitting on a carpeted
floor with 2 book shelves filled with books and toys behind each of them. The teacher
asks “Should we do a little story? Like…” the child mumbles “no” as other peers
chime in. Without making any noise the child then reaches their arms out in the
shape of a T and extends their arms and fingers as far as they can and says “No, a
big one!” symbolizing the length of her arms as measurement. The teacher replies
“yeah, okay you want a big story?” the child replies “yeah a big story.” Though the
class became louder when the teacher asked if they should read a short or long story
the child was able to communicate their wants by being able to maintain a short
conversation in with the teacher.
3. Non-Verbal Communication
While observing a video of outdoor play, a teacher and student are looking at a strip
of paper with pictures of different actions. These help teachers and children to
communicate when a child is considered non-verbal. The teacher steps behind the
student while guiding and motioning toward a nearby peer. The teacher used their
pointer finger to point at the peer and says, “tap him on the shoulder” and mimics a
tapping motion. The child rubs the back of their hands over their eyes and very lightly
uses their right hand to tap on the peer’s left shoulder. The child then reaches for a
big hug from their teacher. Since most children who have speech disabilities have
trouble in social settings the teacher accommodated the child’s wants by using the
picture board to let the child choose.
In another video observation a child and their caretaker sit on a couch in a living room
setting. The adult holds a wand and bottle of bubbles in their hand while the child
excitedly sways their upper body with their arms closely bent at the elbow and hands
flapping as they tried to position themselves under falling bubbles. The adult asks,
“are you flapping your arms because you’re excited? Say, “I flap my arms when I’m
excited.” The child repeats in a growing tone “I flap my arms when I’m excited.” and
then bounce into the couch and back up with arms flapping anticipating more
bubbles. This child is observed in multiple videos but only speaks when told “say I
flap my arms when I’m excited.” The child understands if he wants something bad
enough, like bubbles, he must communicate it.
4. Use of Language for Self-regulation or Role Play
A child uses self-talk to regulate their behavior during a role-play situation in the play
kitchen. In the video, the child wears a large white chef’s hat, apron, oven mitts on
both hands as they hold a small pan with a few balls of dough. The child is involved in
a teacher-directed scenario, the teacher says “okay…put those in the oven” as she
Language Observation – Linda Pena 8

motioned to the child's small pan of dough. The child looked up and saw another peer
standing in front of the oven the child exclaims,”[the peer] go there!” they were visibly
upset, the teacher picked up on the spike in the child’s emotion and replies “well,
say,”[child B], excuse me, please.” and added, “I have to put my cookies in the oven.”
Child A repeated the phrase and Child B gladly moved aside. By taking this approach
the teacher was intentionally teaching self-talk and self-regulation by having the child
repeat after her.
During these scenes I observed the child play the role of a chef and become active in
exploring housekeeping skills. Child A in the excitement of role-playing became upset
over Child B who was simply standing in front of the play oven. Though visibly
emotional, the child turns to the teacher to guide her reaction while still participating
in the role-play activity. Child A repeated the teacher's phrase “..excuse me, please. I
have to put my cookies in the oven.”
5. Parts of speech Used
During a video, I observed a child use pronouns, plural nouns, and sentences that
were not grammatically correct. During a small group circle, 5 students and a teacher
sat close together and read a book- aloud. The teacher asked “is she trying to relax
when she does that?” and the child replied “no she, no she said…” As the teacher
continued reading she asked “What’s happening?” and the child replied, “the clouds
are going away!” The child pointed to a page and asked: “why the curtain close?”
I also observed the use of prepositions in a video as a Teacher began an obstacle
course activity in a small area of the classroom. To begin the activity the teacher
asked “Can we think of ways to travel? What could we do? We have a table..” the
group of children shouted together “go under!” The teacher continued to explain the
rest of the course and even came up with a little phrase to help with their memory,
they repeated it together “under the table, between chairs, past turtle, over a small
step, and on the tube.”
6. English Language Development
While watching an English Language learner involved in an activity their teacher
asked, “..how many raisins did you use or your gingerbread man?” The child used
their pointer finger very gently to count the raisins, she’s said quietly “1,2,3,4,5.”
Though the child is quiet most of the video hearing her response to a question that
requires knowledge of sequential skill and the English language. The child responded
to other questions from the teacher like “are you peeling all the dough off the table?”
and the child promptly turned toward the teacher and moved their head in a nodding
motion, acknowledging the teacher and their questions.
In a different video, I observed code-switching, when a child held a book in their lap
while sitting down for circle time with a child said: “it’s a pizza de apple!”. The teacher
repeats “It is. It’s a pizza of apples, but you can call that an apple pie.” This code-
switching is only heard once from this child.
7. Concerns Related to Child’s Language Development
Language Observation – Linda Pena 9

During a video, I observed a child stuttering and repeating words during a session
with a Speech-Language Pathologist. The SLP and child sit at a small table with toys
in front of them the SLP pointed at a car the child was holding and said, “oh, that’s
got blue inside, doesn’t it?” the child began to say “how bout, how bout, how bout, I
saw a number.” the teacher asked “do you know what numbers those are?” the child
attempted to reply but stuttered in reply “fah, fou, fah, fou, fah” The SLP finishes the
child's word “four.”

Section 3: Activity Offered and/or Materials used

Throughout the videos, I observed many materials used as tools to develop
language in early childhood. Many of the classroom environments were centered
around circle time each had these similar components such as carpets to sit on,
bookshelves filled with books, a presentation board, and a teacher in front of the class.
One observation took place in a small pretend kitchen stocked with smaller model
appliances such as a stovetop, oven, sink, and recipe for gingerbread is hung on the
wall at the child’s eye level. Children are given aprons and white puffy chef’s hats along
with a variety of bowls and utensils. The teacher prepares for an emotional moment
over who’s turn it is between 2 peers while facilitating a small group in the play kitchen
area.

As the teacher is crouched between 2 children she directs Child A with 2 oven
mitts and a small silver pan holding different sizes of dough, “ok, put those in the oven”
Child A looks up and in the direction of the oven when they notice Child B is standing in
Language Observation – Linda Pena 10

front of it. Child A exclaims “[Child B] goes there!” The teacher picks up on the tone of
emotion in Child A’s voice and scaffold’s an appropriate response “well, say,”[Child B],
excuse me, please.” Child A repeats in a frantic tone “[Child B], excuse me, please.”
The teacher adds on to her sentences “I have to put my cookies in the oven.” Child A
repeats “I have to put my cookies in the oven.” Child A leans against the wall as the
teacher states “see? She moved for you; go ahead” Child A places her cookies in the
pretend oven. While providing scaffolding to the child the Teacher picked up on the child
being able to properly repeat what she had just said and added more details and
vocabulary for the child to model in future self-regulation scenarios.

Section 4: Connecting to the CA Preschool Foundations and Framework

Language and Literacy
Listening and Speaking
Language Observation – Linda Pena 11

1.1 Language Use and Conventions

At around 60 months of age At around 60 months of age
1.1 Use language to communicate with 1.3 Use accepted language and style during
others in both familiar and unfamiliar communication with both familiar and
social situations for a variety of basic unfamiliar adults and children
At around 60 months
and advanced of ageincluding
purposes, At around 60 months of age
reasoning, predicting,
2.2 Understand problemwords
and use accepted solving,
for 2.3 Understand and use both simple and
and seeking
categories ofnew information.
objects encountered in complex words that describe the
everyday life.
Example relations between objects
Example
 The child uses problem solving skills  The child responds to the teacher
when asked by the mother “can you when asked “should we do a little
grab a blankie for mommy? The baby story? Like…” at first the child
is cold.” mumbles “no” as other children’s
 The child searches across the voices chime in.
classroom to find a blankie that is  The child then reaches out their arms
hidden from sight in between a small in a T shape and expresses much
couch and book shelf. louder “no, a big one!” as they
 The child immediately returns it to symbolize the reach of their arms with
their mother with no distraction or the length of the story.
hesitation.

2.o Vocabulary
Language Observation – Linda Pena
Example
 During dramtic play the child repeated
after the teacher “…excuse me,
please.”
 The teacher adds on a sentence to be
repeated with more description “I have
to put my cookies in the oven.”
12
Example
 During circle time a teacher asked
“can we think of ways to travel?, we
have a table..” The small group
shouted “go under!” the teacher then
asked, “do you know what under
means?” the child answered “yes”
 In order to demonstrate
understanding the child crawls from a
spot next to the teacher and under a
small table
Reading
Language Observation – Linda Pena 13

1.o Concepts about Print 3.0 Alphabetics and Word/Print Recognition

Around 60 months of age Around 60 months of age

1.2 Understand that print is something that
is read and has specific meaning.*
Example
 Tin a small group circle time, the
teacher read aloud “…the clouds go
away.” The child exclaims “look
[teacher]!” then teacher then asked
“what’s happening?” the child replied
“the clouds are going away.”
3.3 Begin to recognize that letters have
sounds.
Example
 An SLP and child read a book, the
teacher asked the child “…and a little girl
named…?” The child had a look of
confusion and said “I stuck” the SLP said
“you’re stuck? Need some help? Gold-i-
locks” and knocks on the table in rhythm
with the syllables. The child knocked out
the syllables “Gold-i-locks.”

Section 4: Part 2

A strategy that I observed teachers and SLP’s use from the framework of “listening
and speaking” was more games (114). During one of the videos, an SLP and child sit in
front of a board game with small box pieces in different colors. In the game, the SLP
and child have their boards and are trying to match an object inside the small box with
an image on their board. The SLP exaggeratedly mimics mouth movements and
emphasized key sounds. The SLP articulates clearly with an emphasis on the “guh”
sound saying and drops her lower jaw while saying “Got, I got a banana.” And then the
“ph” sound “I want to find a dress did you find a dress?” the child replies “des, I found a
dress.” This exercise promoted matching as a tool for memorization, the SLP articulated
clearly and was interesting enough that the child continued to focus on the game even
while being corrected multiple times.

Another strategy for reading, playing language games that focus on segmenting
sounds (137) was used while an SLP and a child read the story Goldilocks and the 3
bears. While reading to the child the SLP asked “…and a little girl named..?” at first the
child looked confused but then said “I stuck.” The teacher asked “you’re stuck? Need
some help? Gold-i-locks.” And knocks on the table in rhythm with the syllables. The
child repeated the knocking rhythm to the syllables “Gold-i-locks.” The SLP made the
Language Observation – Linda Pena 14

child feel comfortable enough to ask the SLP for help because they were “stuck” on a
word they couldn’t say as well as implemented a learning tool that the child can use
outside of their therapy session.

Section 5: Reflection

During my observation I watched many teachers use strategies for promoting

language use, some were more obvious and clearer than others. An SLP made a
lasting impression in the way that they interacted with the child, emphasizing certain
sounds or keywords that the child struggled with. Their use of language was appropriate
for the child’s zone of proximal development and though they choose certain words to
challenge the child’s language skills the SLP also included a game to go along with the
activity. The game kept the child from becoming bored or losing focus during the
session which opened my eyes to the different ways to integrate other subjects or
activities while promoting language development.
I wouldn’t do anything different about this observation experience, I think
experience is the best way to learn something new but being able to rewind, turn up the
volume, and take the time to question what it was that I was looking for. It’s hard to say
with confidence that I am comfortable with the Foundations and Framework because I
would like to see it done in real-time by a professional. Overall, I enjoyed this
observation and walked away from it much more aware and educated on how to
appropriately promote language development.
Language Observation – Linda Pena 15

Works Cited
Sections 1&2
NorthernSpeech.(2017, October 26). Kaufman: What’s in your dog house? Therapy
Session[Video]. Youtube. https://youtu.be/koFtA3pbWhQ 

Wood, Debra. [Debra Wood]. (2017, November 10). Introduction to Receptive Language
[Video]. Youtube. https://youtu.be/62FO51S0tMk 

The Incredible Years. (2015, October 16). Helping Preschool Children with Autism: Teachers
and Parents as Partners" Program Overview [Video]. Youtube. https://youtu.be/3mXFJ8S-boU 

EarlyChildhoodVideos. (2015, November 9). The Bakery - Supporting Children to Succeed in

the Dramatic Play Center [Video]. Youtube. https://youtu.be/xXqyum4YeEc 

Pretti-Frontczak, K. [Kristie Pretti-Frontczak]. (2015, February 16).Universal Strategies: Asking

Questions and Parallel Talk [Video]. Youtube. https://youtu.be/JcOPewqsSmM 

Eriksonmath. (2013, November 4). Directional Prepositions with Pre-k English Language
Learners (Early Math Collaborative at Erikson) [Video]. Youtube.
https://youtu.be/EpP4SZ7xZZU 

WestEd DRDP Resources. (2019, October 16). Preschool English Language Development
Measures [Video]. Youtube. https://youtu.be/4mqdH6iLSL4

EarlyChildhoodVideos. (2013, January 30). Supporting English Language Learners in the

Preschool Classroom [Video]. Youtube. https://youtu.be/09PrmLppQ1A

Children's Healthcare of Atlanta. (2011, May 24) Stuttering: Making Bumpy Words Smooth
[Video]. Youtube. https://youtu.be/rJy8pm2qBOQ

Silver, Jon. [Jon Silver]. (2018, March 2). Talking with Preschoolers [Video]. Youtube.
https://youtu.be/-ZdfUmzRDwA

Section 3
EarlyChildhoodVideos. (2015, November 9). The Bakery - Supporting Children to Succeed in
the Dramatic Play Center [Video]. Youtube. https://youtu.be/xXqyum4YeEc 
Language Observation – Linda Pena 16

Section 4

C. (2010). Preschool Curriculum Framework Volume 1-Child Development (CA Dept of

Education) (Vol. 1). Sacramento, CA: CALIFORNIA DEPARTMENT OF EDUCATION.
Retrieved October 23, 2020, from
https://www.cde.ca.gov/SP/CD/RE/documents/psframeworkkvol1.pdf.C.

(2010). Preschool Learning Foundations Volume 1-Child Development (CA Dept of Education)
(Vol. 1). Sacramento, CA: CALIFORNIA DEPARTMENT OF EDUCATION. Retrieved
October 23, 2020, from https://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf.