Outcome 1.2 Learning – language is the vehicle for most learning, and proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well-being. Poor language skills will impact on children’s attainment in school. Emotional – good understanding is needed to support the success of programmes such as social emotional aspects of learning (SEAL). Behaviour – speech, language and communication skills support behaviour, as with inadequate skills, a child may become frustrated not being able to communicate and get their point across and therefore may cause behaviour difficulties. However, they may also be able to learn to behave in a way in which they can communicate.
Unit 203 - How to behave appropriately for a child or young person’s stage of development Communication with children and young people differs across different age groups and stages of development, which may require varying levels of attention at different times. The younger the child, the more reassurance is required, especially when first starting school. They also may need to have more physical contact as a result. As children become more mature, they may require more help with talking through issues and reflecting their thoughts. For example, in Key stage 1 the manner in which I communicate in is being more adapted, to come down to the child’s level of speaking and repeat what is said for them until it is clearly understood.
Behaviour- Speech, language and communication skills support children’s learning development as children find it hard to control their behaviour but once language is present they seem to have more control and it is thought that may be children think their behaviour through also they focus on the consequences of their actions. Social- Speech, language and communication skills support children’s social development as children will be able to recognise emotions and be able to control their own emotions. Also the children will be able to talk through activities with their friends or carers. 3. If a child has speech, language and communication difficulties, it would have an impact on their development currently because they may not follow the expected pattern of development for their communication.
When cultural barriers exist, one must rely on nonverbal communication to relay the correct message. However, being knowledgeable of other cultures gestures and body language is essential. Here in America, we valuable others personal space. However, in Mexico being close to each other when engaged in a conversation is respectful. Eye contact can be a sign of respect in some culture but in others it may seem rude.
They enable us to gain professional development and provide a way to identify good practices. 1.4. Describe how own values, belief systems and experiences may affect working practice? Values, belief systems and experiences may affect my working practise because if I treat people differently or force my views and opinions on to people it can cause conflict. By listening and understanding other people’s values and beliefs I can understand them and their beliefs better and improve communication with them.
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
Analysis what sense can you make of the situation Conclusion what else could you have done? Action Plan if it arose again what would you do? 2. Why is reflective practice important? Answer Reflective practice is important as it enables you to achieve a better understanding of yourself, your skills, competencies, knowledge and professional practice.
Children initially rely on reflexes, eventually modifying them to adapt to their world. Behaviors become goal directed, progressing from concrete to abstract goals. Objects and events can be mentally represented by the child. | Preoperational Stage(2-7 years) | This stage of development allows a child to increase his/her mental representation of objects, generally through make-believe play. Piaget states that language is the most flexible means of mental representation, but that children do not yet have the capability to solely use language as a means of representation.
Only through experience and proper research can a speaker effectively read the demonstrative communication of the audience. Poor execution of these skills can cause the message to be misunderstood or not delivered. The power of demonstrative communication can enable a speaker to perform better or prevent a message from being understood. The effectiveness of any type of communication lies with the sender. Cultural differences must be accounted for to prevent potential problems or misunderstandings.
There are three properties that seem to make language different from other cognitive functions. According to Willingham, (2007), humans seem to be primed to learn language without special instruction, but just by being exposed to it at a critical period in childhood. Language seems to be innate, meaning human seem to be predisposed to the learning of language. Language is special because only humans have the capability to learn the complex nuances of language. Language influences other cognitive processes.