The child I observed for this project was Reza. Reza was three years and ten months old when I observed him and took the language sample. Reza has an older brother. Reza attends Martin Luther King Daycare and is on his church’s soccer league.
I met Reza two times prior to taking a language sample. We met at a gym the first time. Reza was a little shy, but it did not last but about ten minutes. His mom instructed him to stay with me while she had her workout. We discussed fishing, hunting, and a game on his mother’s phone. I stayed with him about 45 minutes in the gym, and visited about 15 more outside. I had my dog with me, and I let her play with him, which he seemed thrilled with. The next time I saw Reza, he was at his mother’s veterinarian clinic. He remembered me, and needed no prompts to engage in conversation with me. He was happy to see my dog again, and gave her hugs and words of encouragement. Reza has a very outgoing personality, and was very happy to talk with me both times. After two visits, I felt we had built a sufficient rapport, I made arrangements to meet with him to obtain the language sample.
Reza’s parents are both very active in engaging him with other children his age. They spend family time together, and they both value education.
When I met Reza for the first time, he was with his mother, at the gym. His mother asked him to keep me company, and after a very short period of time, he began sharing stories about his day with me. After a while, Reza decided he needed to work out like his mom. He ran laps through the gym for me to observe. After the gym we talked outside, where Reza used a stick to fish a piece of debris out of a hole, because he could not reach it with his fingers. I had one of my dogs with me and he petted her and hugged her. I had recently suffered the loss of a pet. Reza’s mother and I talked briefly about it. Reza was listening and immediately joined the conversation, bringing up a pet he had lost. On a later visit, Reza brought up the loss of my pet again. This brought to mind J.S. Bruner’s second modes of learning. The ionic mode, where images are formed in the mind and used as information, and the symbolic mode, that suggest those images have a fixed meaning. During both discussions with Reza about death, he showed empathy towards my loss, as he related it both times, to his own.
Our second visit was at his mother’s place of work. He was reading a book when I arrived. He was holding the book correctly, and following along the pages with his finger under the words. When he saw me, he promptly invited me to read with him. Afterwards, he drew me a picture of my dog. He held his pencil correctly, demonstrating a good mastery of fine motor skills.
On the afternoon I took the language sample, I arrived at Reza’s house in the afternoon. He was happy to see me, and immediately took me out to play. Reza appeared to...