English has over 40 sounds. • Language: is a set of symbols – spoken, written or signed – that can be used and understood between people. • Communication: is the way that people send signals to one another. Communication is seen as an umbrella term because it includes not only language and speech, but also facial expression, gestures and body language. • Speech, language and communication needs: refers to any difficulty a child has in any of the 3 areas.
EYMP 5 1.2 Explain how speech,language and communication skills support each of the following areas in childrens development:learning,emotional,behaviour,social Learning – Language is needed to understand concepts, participate in problem solving, and to develop ideas and opinions. Language enables a child to express their thoughts and feelings, and to think about abstract notions helping them to make sense of their world. •Emotional – Children need to be able to express themselves, if they have difficulty doing this it can have a damaging impact on their self esteem and identity. This can lead to a lack of confidence. Expressing their emotions and talking about them can help children to understand acceptable social behaviour.
1.1 The ability to communicate or understand and use speech is vital for all areas of development in children and young people. As language and speech develops in young people, they learn how to express themselves and their needs hence the ability to control their emotions. In ability to express ones' self often result in display of behaviour as a physical reaction to their feelings in proportion to how they feel regarding the situation at hand. Behaviour shows a measure of control or the lack of it. Behaviour therefore whether positive or negative becomes a means of expressing either displeasure or approval from the one displaying it as a means of communicating.
Different techniques could include; sign language, adapting the classroom activities or even the classroom itself as well as the use of specialist equipment. Special educational needs can come in a variety of forms, but tend to include; Communication Difficulties and Cognitive or Learning Difficulties such as speech and language problems, autism, deafness, blindness or visual impairment. Pupils with these special needs may have difficulties with things such as; language, memory and reasoning skills, problem solving, movement skills, understanding numbers, problem solving and organisational skills. Other supportive needs that pupils might have could be; emotional, hyperactivity, disruptive, withdrawn or isolated. The children outlined above are the more typical examples someone might think of when we mention special educational needs.
The children can respond to questions accordingly to the tone of the voice. The children can also express their needs through language and
This aspect of learning makes sure that workers know that children need a wide range of experiences, materials and resources for them to be able to express themselves by planning different types of activities for them to do. These could be painting, drawing, junk modelling, musical instruments and heuristic play. Exploring media and materials is being able to provide the children to explore from
Language acquisition is the cognitive process where humans acquire the ability to perceive and comprehend language, as well as to produce and use words and sentences to communicate with one another (Friederici 2011). It is known that as physical development occurs in infants, the voice box dropping down, enhanced control of tongue muscles and the ability to hear, language development and acquisition occurs (BBC, 1998). Also, cognitive development is related to language development, where the inner processes such as remembering, reasoning, problem solving and creating are forming mental activity that leads to the ‘knowing’ (Berk, 2013). Children build on these developmental processes with physical movement and touch, gathering perceptions of the world using all the sense organs (Berk, 2013). Piaget and Vygotsky both identified the most important source of cognition is the child itself.
Children answer ‘how’ and ‘why’ questions about their experience and in response to stories or events. Speaking; Children express themselves effectively, showing awareness of listeners needs. Children use past, present and future forms accurately when talking about events that have happened or are happening in the future. Children develop their own narratives and explanations by connecting ideas or events. Physical development Moving and Handling; Children show good control and co-ordination in large and small movements.
For example, some store words or phrases and allow the user to put together messages which are then spoken out by the device. There are a number seek of different types of VOCAs available and it is essential to independent professional advice to ensure that the child is getting the right machine to meet their individual needs. (Other ways of speaking 20.11.12) Human Support The child may need a key worker so that they can get to know them better and be there for them when they need extra help and support. The key worker/teacher may need to learn sign language in
There are interrelated components of intellectual development which are: • Perception • Thinking • Language • Problem-solving • Concepts • Memory • Concentration • Creativity Communication Development: This area develops the ability of the child to understand and use of the language. Learn to communicate with others, as language is the key factor in all aspects of child’s development. It is the