Initial ObservationThe 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 part of his church's soccer league. I met Reza twice before taking a language sample. We met at a gym for the first time. Reza was a little shy, but it only lasted about ten minutes. Her mother asked her to stay with me while she did her training. We talked about fishing, hunting, and a game on his mom’s phone. I stayed with him for about 45 minutes in the gym and visited about 15 more outside. I had my dog ​​with me and let her play with him, which he seemed happy about. The next time I saw Reza, he was at his mother's veterinary clinic. He remembered me and didn't need any invitation to start a conversation with me. He was happy to see my dog ​​again and gave her cuddles and words of encouragement. Reza has a very outgoing personality and was very happy to talk with me every time. After two visits, I felt we had established enough of a rapport, I arranged to meet with him to get the language sample. Reza's parents are both very active in interacting with other children his age. They spend family time together and both value education. Student-Child Interaction When I first met Reza, 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 started sharing stories with me about his day. After a while, Reza decided he needed to train like his mother. He walked around the gym so I could watch him. After the gym, we chatted outside, where Reza used a stick to fish out a piece of debris from a hole...... middle of paper...... said, looking for unspoken meanings . Reza sometimes used words that surprised me. It wasn't that surprising that he said them, but it was because he understood what they meant. An example is when he used the word accelerator. I asked him what it was and he explained it to me simply but correctly. He had no problem expressing what he wanted to say when he spoke to me. He recognized not only simple objects, but also more complex objects. Works Cited Chomsky, N. (1965) The Aspects of the Theory of Syntax (pp 25) The MIT Press Cambridge, MA. Piaget, J. (2000) An Introduction to Montessori, Erikson, Piaget and Vygotsky (Carol Garhart Mooney) Redleaf Press St. Paul, Mn. Vygotsky, L. (1978). Interaction between learning and development (pp. 79-91). In mind in society. (Translation Mr. Cole). Cambridge, MA: Harvard University Press. http://www.asha.org/public/speech/development/Pragmatics