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.
Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding. Some children can be easily distracted, so would work better in a smaller group with adult supervision to keep them on task and encouragement them to keep focused. Potential issues that may arise in group learning could be that some children may take over the group and always answer before others, which in turn not all children in the group get to put their opinions, idea's or views across. It could cause ineffective communication between the group if a few are not understanding the task or some may be shy and introvert. Due to the nature of working in teams, children can sometimes find that they are not working effectively, which negatively impacts on their learning, and their ability to progress.
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.
These methods of communication can be useful for building vocabularies of individuals with limited speech. Other individuals may have a vast vocabulary, but due to rigid sets of interests may only use repetitive speech which means their communication can be out of context, making conversations difficult. 2. - Problems that individuals with an autistic spectrum condition may have in social interaction and relationships Due to the social difficulties linked with autism, individuals often find social interaction and the building of relationships very difficult. Individuals with autism often have difficulties reading non-verbal forms of communication, such as body language, and find it hard to relate to other people’s feelings and emotions, which can effect their responses to a social situation as they will appear out of context or inappropriate.
Children can take responsibility for their actions, to feel good about their achievements and understand that their feelings and behaviour are linked. Also pupils know that it is acceptable to have certain feelings and emotions. Managing feelings – Children can become more able to manage their feelings, using strategies to think first before using inappropriate actions. Enabling them to understand what feelings affect others and how to use them appropriately so not to hurt others. Children will learn how to calm themselves, managing anger and aggressive feelings.
Unit 136 Support children’s learning and development in the early years 3.1 – Analyse the role of responsive communication in promoting children’s care, leaning and development. Active listening Reciprocal communication Non verbal communication Augmentative communication Gestures, rhymes, songs, finger plays, drawings and representation Appropriate and accurate use of language It is important to know and understand the role of representative communication in order to promote the children’s development. Active listening is not just listening but thinking about what you hear, the use of body language and other signals that are sent out through play. It is important to give time to be able to think about how to respond. Your full attention should be given.
Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. If a child has sensory impairment, a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with
3.3 Help children and young people to understand and respect other people’s feelings and points of view. Children and young people need to learn to understand and respect the feelings, emotions and behaviours of others to help them gain an understanding about their actions and consequences. Young children might find this difficult as their understanding will not be as developed enough for them to put themselves in the position of others, but as children grow and learn they gain a greater experience of this and often older pupils will enjoy opportunities to debate and discuss different points of view in lesson time and in social situations. We often speak to them in school about thinking of the consequences of their actions and how they might have affected others. Ways in which my workplace helps young people to consider others feelings * Books, stories, magazines, literacy reading times and interaction through reading.
Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred. There will be times when children might not show a positive behaviour. There could be many reason for any type of inappropriate behaviour shown. Sometimes children and young people are just testing the limits of their boundaries or sometimes there could be far more serious reasons behind it. However in a situation like this practitioners need to recognise that when the child needs to be referred to others.
This target will help the child to progress to the next level within their work. The reasons why practitioners need to have effective planning are because it allows them to plan for each child’s individual needs. We plan according to the age and stage of the children, this is because each child works at different levels and rates, this way if the work is too hard for the child and they can’t do it then this can lower their self-esteem and self confidence, the work being too hard they may just give