The purpose of this study is to examine, analyze, and compare the characteristics of expressive language development, one of the characteristics of 2-3 year old infants’ language development, in the free play situation constructed with one type of domain as free play environment for infants. Researc...
The purpose of this study is to examine, analyze, and compare the characteristics of expressive language development, one of the characteristics of 2-3 year old infants’ language development, in the free play situation constructed with one type of domain as free play environment for infants. Research questions in this study according to the purpose are as follows: 1. How is 2 year-old infants’ expressive language development? 2. How is 3 year-old infants’ expressive language development? 3. What is the difference between 2 year-old infants and 3 year-old infants in terms of expressive language development? Subjects of this study included six 2-year-olds (2 males, 4 females) and six 3-year-olds (3 males, 3 females) at a home-based day care center located in B-dong, Choenan-ci, where the researcher works. Data gathering was performed from August 19, 2013 to September 17, 2014, and was videotaped with camcorder, and the data was immediately transmitted and saved. To record data precisely at full length in the course of being transmitted, two homeroom teachers and a researcher assistant who is an early childhood education expert helped data to be objectively transmitted and stored. Analysis was made based on transmitted data and classified into eight types according to results of a pilot study: onomatopoetic words, imitated/repeated language, negative language, talking-to-oneself language, language appropriate in a certain situation, descriptive language, question/request language, phonological words. A summary of the findings is as follows. Observation on expressive language used by 2-year-old infants in play time indicates that imitated/repeated language (30.89%) is used the most time, followed by language appropriate in a certain situation (24.49%), and negative language (13.72%), question/request language (11.21%), phonological words (11.21%), talking-to-oneself language (5.72%), descriptive language (0.91%), and onomatopoetic words (0.46%) are in order according to frequency of use. On the other hand, language most frequently used by 3-year-old infants is language appropriate in a certain situation (42.62%) and the next one is question/repeated language (16.82%). The following ones are imitated/repeated language (14.77%), onomatopoetic words (9.16%), negative language (6.73%), talking-to-oneself language (6.73%), descriptive language (2.99%), and phonological words (0.19%). The difference in language development based on 8 types summaries as follows. First, in regards to the difference in onomatopoetic development, onomatopoetic expressive language used by 2-year-old infants is most frequently for expressing their feelings (63.27%), followed by other onomatopoetic words (24.29%); whereas, 3-year-olds use other onomatopoetic words most frequently (38.76%), and then use it to express their feelings (36.73%). Second, concerning the difference in imitated/repeated language development, both 2-year-old and 3- year-old infants use repeated language the most time, and then use imitated language often. Rarely, they use imitated and repeated words at the same time. Third, concerning the difference in negative language development, 2-year-old infants use negator beginning with ‘an’ (68.33%) the most time, and to put the rest in order according to frequency of use is: I don’t like (13.33%), don’t do it (10%), and no (8.33%). Negative language used by 3-year-olds goes in the following order according to frequency of use: negator beginning with ‘an’ (55.56%), no (25%), I don’t like (11.11%), negator beginning with ‘mot’ (5.56%), and don’t do it (2.78%). The big difference between 2-year-olds and 3-year-olds is that 3-year-olds use negator starting with ‘mot’. Fourth, in terms of the difference in talking-to- oneself language development, both 2-year-olds and 3-year-olds use it most frequently to express their thought in mind during play time. The next reason they use talking-to-oneself language is reporting others’ behavior, and the least frequency of use is asking and answering questions by themselves. Like this, 2-year-old and 3-year-old infants do not show difference in talking-to-oneself language. Fifth, in terms of use of language appropriate in a certain situation, both 2-year-olds and 3-year-olds use it as speech interaction for continuing participating in discourse most frequently. The next most frequency of use is speech interaction for answering questions, but in case of 3-year-old infants, the frequency of use has little change. Sixth, in regards to the difference in descriptive language development, 2-year-olds use descriptive language only both to solve problems and to help peers with understanding in communicative interaction. On the other hand, 3-year-olds use it to answer others’ questions in detail (50%), and to solve problems and to help peers with understanding in communicative interaction (50%). Seventh, the difference in question/request language development indicates that while 2-year-olds use question language (58.18%) more frequently than request language (41.18%), 3-year-olds use request language (62.22%) more frequently than question language (37.78%). Eight, the difference in phonological words development shows that while 2-year-old infants use only phonological words which are not relevant to play situation (theme/content) (100%), 3-year-old infants use only phonological words which are relevant to play situation (theme/content) (100%).
The purpose of this study is to examine, analyze, and compare the characteristics of expressive language development, one of the characteristics of 2-3 year old infants’ language development, in the free play situation constructed with one type of domain as free play environment for infants. Research questions in this study according to the purpose are as follows: 1. How is 2 year-old infants’ expressive language development? 2. How is 3 year-old infants’ expressive language development? 3. What is the difference between 2 year-old infants and 3 year-old infants in terms of expressive language development? Subjects of this study included six 2-year-olds (2 males, 4 females) and six 3-year-olds (3 males, 3 females) at a home-based day care center located in B-dong, Choenan-ci, where the researcher works. Data gathering was performed from August 19, 2013 to September 17, 2014, and was videotaped with camcorder, and the data was immediately transmitted and saved. To record data precisely at full length in the course of being transmitted, two homeroom teachers and a researcher assistant who is an early childhood education expert helped data to be objectively transmitted and stored. Analysis was made based on transmitted data and classified into eight types according to results of a pilot study: onomatopoetic words, imitated/repeated language, negative language, talking-to-oneself language, language appropriate in a certain situation, descriptive language, question/request language, phonological words. A summary of the findings is as follows. Observation on expressive language used by 2-year-old infants in play time indicates that imitated/repeated language (30.89%) is used the most time, followed by language appropriate in a certain situation (24.49%), and negative language (13.72%), question/request language (11.21%), phonological words (11.21%), talking-to-oneself language (5.72%), descriptive language (0.91%), and onomatopoetic words (0.46%) are in order according to frequency of use. On the other hand, language most frequently used by 3-year-old infants is language appropriate in a certain situation (42.62%) and the next one is question/repeated language (16.82%). The following ones are imitated/repeated language (14.77%), onomatopoetic words (9.16%), negative language (6.73%), talking-to-oneself language (6.73%), descriptive language (2.99%), and phonological words (0.19%). The difference in language development based on 8 types summaries as follows. First, in regards to the difference in onomatopoetic development, onomatopoetic expressive language used by 2-year-old infants is most frequently for expressing their feelings (63.27%), followed by other onomatopoetic words (24.29%); whereas, 3-year-olds use other onomatopoetic words most frequently (38.76%), and then use it to express their feelings (36.73%). Second, concerning the difference in imitated/repeated language development, both 2-year-old and 3- year-old infants use repeated language the most time, and then use imitated language often. Rarely, they use imitated and repeated words at the same time. Third, concerning the difference in negative language development, 2-year-old infants use negator beginning with ‘an’ (68.33%) the most time, and to put the rest in order according to frequency of use is: I don’t like (13.33%), don’t do it (10%), and no (8.33%). Negative language used by 3-year-olds goes in the following order according to frequency of use: negator beginning with ‘an’ (55.56%), no (25%), I don’t like (11.11%), negator beginning with ‘mot’ (5.56%), and don’t do it (2.78%). The big difference between 2-year-olds and 3-year-olds is that 3-year-olds use negator starting with ‘mot’. Fourth, in terms of the difference in talking-to- oneself language development, both 2-year-olds and 3-year-olds use it most frequently to express their thought in mind during play time. The next reason they use talking-to-oneself language is reporting others’ behavior, and the least frequency of use is asking and answering questions by themselves. Like this, 2-year-old and 3-year-old infants do not show difference in talking-to-oneself language. Fifth, in terms of use of language appropriate in a certain situation, both 2-year-olds and 3-year-olds use it as speech interaction for continuing participating in discourse most frequently. The next most frequency of use is speech interaction for answering questions, but in case of 3-year-old infants, the frequency of use has little change. Sixth, in regards to the difference in descriptive language development, 2-year-olds use descriptive language only both to solve problems and to help peers with understanding in communicative interaction. On the other hand, 3-year-olds use it to answer others’ questions in detail (50%), and to solve problems and to help peers with understanding in communicative interaction (50%). Seventh, the difference in question/request language development indicates that while 2-year-olds use question language (58.18%) more frequently than request language (41.18%), 3-year-olds use request language (62.22%) more frequently than question language (37.78%). Eight, the difference in phonological words development shows that while 2-year-old infants use only phonological words which are not relevant to play situation (theme/content) (100%), 3-year-old infants use only phonological words which are relevant to play situation (theme/content) (100%).
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