Milestone 2

What we have done so far:

• Decided on our data
• Started to analyse phonological features within the data
• Distributed readings
• Decided on regular meetings, and made new meeting times/places
• Met with Alison to tighten up our data, and also met with Caroline for some general feedback

What we have got to do:

• Finish analysis of data
• Read through the readings, and compare and contrast our findings 
• Publish analysis and confer findings with one another 
• Prepare for presentation

Minutes for friday 8th November meeting

The first thing we discussed was changing our question to focus on language features in a children's program rather than CDS. From previous advice and comments from Alison we realised that we needed to tighten up our project a bit as it was getting confusing, so we decided to modify our question instead of completely changing the data we had planned.

We also wanted to tighten up our research data, by making sure we have a time frame - we want to be able to make a comparison between nineties and noughties programs and so we will be looking at data from every 5 years. So while we have decided to keep our chosen programs, the period from which we take each episode isn't as random. This now means we will taking episodes from the following periods:

Winnie the Pooh - 1990
Sooty and Sweep - 1995
Rosie and Jim - 2000
Peppa Pig - 2005
In the night garden - 2010

Now we are looking at language features, we will need to edit our reading list to lose some of the readings on child directed speech. To get this done we have decided to increase our meetings to twice a week in order to pick up the pace of this project.Our next meeting is monday at 4pm and we have arranged a meeting with Alison on tuesday as well.

Peppa Pig- Frazer Heritage

the television show I will be analyzing is "Peppa Pig". This programme started in Britain in 2004,but has now spread to over 180 countries and is still being broadcast (BBC, 2010).The approximate age for watching Peppa Pig is 3 years old (Slaton, 2013), which falls within our age range. Most episodes of Peppa Pig appear to be approximately 10 minuets long. Therefore, the data is still relatively small compared to 2 30 minute videos. I have found a sample of some episodes on Youtube (http://www.youtube.com/watch?v=Uw45TxruObA) which I will analyse from.

In regards to potential difficulties that may arise in this project, and the advice Alison has already given us, I think that using this relatively modern programme in comparison against an older programme (such as Rosie and Jim) will lead to an interesting analysis and unique findings. It is possible that the features of CDS may have become more prevalent over time,
 In addition to this, it could be possible to look at the features used between animation and puppetry. I feel that it may be possible that body language may be represented in different ways because of the animation/ puppetry. This is because in animation, anything is possible and both the laws of physics and biology do not need to be followed. Therefore, emotions may be over-exaggerated.
It must be acknowledged that while there isn't necessarily a narrator talking directly to the children, the narrative structure, repetition, and phonological features in programmes such as Peppa Pig may replicate those found within CDS. Therefore, by characters, such as Peppa Pig herself, repeating key words in the programme, it is possible that the children will acquire that word. This may also be aided with visual representations on screen.

references:
BBC, 2010. Available online at: http://news.bbc.co.uk/1/hi/uk_politics/election_2010/8645658.stm last accessed: 03/11/2013
Slaton, J. 2013. Available online at: http://www.commonsensemedia.org/tv-reviews/peppa-pig ;ast accessed 03/11/13