Speech, language and communication needs – Encompasses a wide range of difficulties related to all aspects of communication in children and young people. These can include difficulties with understanding others; forming sounds and words; formulating sentences, fluency and using language. Children may find it difficult to understand what people are saying to them and find it difficult to interact socially with others in the right way. Others may have some difficulty in understanding what the child is trying to say as they struggle to pronounce their sounds correctly. * An explanation of how speech, language and communication skills support each of the following areas in children’s development - Learning - Emotional -
5 In this assignment I will be explaining what speech, language and communication is and what SLC needs are. Speech is verbal language, the act of speaking and expressing yourself through words. This involves children making sounds using their voice and vocal chords. Shaping the words with their mouths. This means they are learning to communicate with others.
This development is strongly linked to communication and language development. 3. Communication – this area of development is about learning to communicate with other people and understanding their communications. Talking, reading and writing and also use of gestures are all aexamples of skills that most children learn. Communication and language development are linked to cognitive development because more sophisticated communication involves thinking about what others are trying to convey as well as thinking about what you are trying to express.
Language is linked to the development of literacy. Children who have poor speech will find it difficult to understand the link between sounds and letter shapes so reading could be delayed. Writing will also be affected. Finding ways to help the child communicate will help their self esteem and help prevent them from antisocial behaviours. If it’s listening or talking, some children and young people find it very difficult to communicate.
In order for one to understand Speech and Language Disorders (SLD) one must first understand the components of speech and language. The two components of language are expressive – using words, gestures or written words to communicate and receptive – understanding what is said, written or gestured (CCCH 2006). Just as there are two components of language development, there can be two types of language delay and disorder. These are expressive language delay and receptive language delay. “Children with expressive language delay will have difficulties with spoken language and, compared with other children; their vocabulary will tend to be smaller” (CCCH 2006 p.12).
From listening, children and ELL’s transition into testing their ear by speaking the words they have heard in connection to their environment and social experiences. Students and children need to engage in many conversations. They should be expected to share their ideas and listen to the ideas of others. The language that students and children hear and then are able to reproduce verbally within the right context build a foundation for later learning. It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well.
Communication emphasises on both speech and language. • Speech and language needs; is referred to an difficulty in any if the three areas, for example a child may experience a difficulty producing some sounds in turn will have difficulties in sounds. A child who does not give eye contact and dislike been around others may have a communication delay. If a child has a difficulty of with ‘receptive speech’ may have a difficulty with speech there for other communication methods will be introduced for example sings, symbols. A
Developmental Process Presentation JCH Developmental Process Presentation There are many noticeable physical and mental differences between early childhood (2-6 years old) and middle childhood (6-10 years old). In early childhood their language and communication skills start to develop quickly. The child will begin to learn new vocabulary, the correct use of language in social settings and their grammar has noticeable changes. Even with all these advancements that are taking pace, it is still noticeable that these children are just in the beginning stages of learning as compared to children in middle childhood. In middle childhood children have already developed a set of language skills.
Development will be taken to mean ‘real-time learning that is affected by language processing abilities (Ellis, 1985). Pinker (as cited by Brown 2000) defines language as ‘a complex, specialised skill, which develops in the child spontaneously’. In this assignment, first language acquisition will refer to the language that is most used in the YL early years (Lightbown & Spada 2006). Ellis (1985) writes that second language acquisition is ‘the study of how learners learn an additional language after they have acquired their mother tongue’. SECTION ONE: HOW YOUNG LEARNERS
First step is children to select the topic. Second step is field sites visits. Introduction The project approach model is an in-depth investigation of a topic related to the real world around children. “Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. (Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”.