A7- Language Development

A7- Language Development

Storyboard Description

This scene follows a mother and daughter as they are getting ready for the day. While the daughter has a basic understanding of feelings and vocabulary, she has a hard time putting them into sentences. Her mother makes a point to correct her with proper phrasing and to acknowledge her emotions as they converse. This is imperative as it helps children sharpen social skills as well as manage and self-regulate their emotions.

Storyboard Text

  • It is a stormy Monday morning and Trish is getting her four year old daughter ready for the day. She is working on assisting Addie with using complete sentences and acknowledging emotions.
  • A STORMY MONDAY MORNINGBY: ALLYSON LIBSCHFD30811/20/2022
  • In this scene, Trish is waking up Addie for the day and is working on meaningful dialogue. As a four year old Addie speaks in broken fragments and needs assistance forming complete sentences. Trish will spend each interaction she has with Addie taking her time to explain why she needs her to speak in complete sentences. She will follow each exchange with praises and accolades.
  • Mommy I am hungry
  • Good! Hungry!
  • Good morning! How did you sleep? Good or bad?
  • How about instead of Hungry you say Mommy I am hungry. This tells mommy exactly what you need so I can help you!
  • I am so proud of you! Let's go get you some breakfast!
  • What would you like for breakfast? Cereal or oatmeal? I need you to pick one and tell me which you want!
  • Here we see Trish and Addie discussing breakfast. Addie is cognizant of her choice, but she still struggles with using "I" statements when it comes to declaring what she wants.
  • Remember what Mommy said. I need you to tell me what you want by saying I want, not just what it is you want. Let's try again!
  • Cereal!
  • Mommy I want cereal please.
  • Well done! Cereal it is!
  • Trish takes this time to nudge her in the right direction and praises her with accolades when she does it right to ensure positive correlation.
  • I understand that you want to walk, but it is raining today so that means we can't walk to school. Instead we can take a ride in the car today and walk tomorrow when it's sunny!
  • I'm sad, I want to walk.
  • I know you're upset, and that's okay! If we could start with taking a deep breath that is a good start.
  • In this scene we a distressed Addie. She is upset that it is raining outside and wants to walk to her preschool rather than take the car. Trish can see Addie's frustration and rather than getting upset with her she sits down and implements emotional self regulation and reassures her that it's okay to be sad. Unlike the other scenes, we are able to see that Addie is using complete sentences.This is extremely important because it will give Addie tools to respond to frustrations and emotions appropriately in social settings.
  • You are very right! The sky is sad. But I'm glad that you aren't anymore!
  • In this final scene we can see that Addie is not upset anymore, and is now correlating emotions with what she is seeing. This shows development emotionally and she receives the validation from Trish.
  • Mommy, sky is sad.
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