1.1 TASK 1 Develop a glossary for your setting, explaining the terms: Speech – Sounds we use for talking.
Language – Set of symbols, spoken, written or signed to be understood. Communication – Is how we communicate not only with words, but gestures, body language etc. Speech- Fluency
Language – Understanding and talking use the following :
Words and their meaning
How words go together
Sentences joined together eg narratives.
Higher level skills – reasoning and inference
Communication – Non verbal communication eg body language, facial expression Conversational skills and rules eg. Listening, turn taking.
Speech, language and communication- most children follow an expected pattern of development of their S.L.COM. at expected times. Some however don’t. These children are described as having Speech, Language and Communication needs. Give an example of how you might use this glossary in your setting: I may put it into a policy on how i aim to improve language, Speech and communication. ( like a mission statement)
1.2 How do speech, language and communication skills support children in the following: Learning
is about being able to process information that we have gained. There fore if they learn that roses have prickles and they hurt they may be aware of that next time they are near them and say they hurt before actually getting hurt, this is a learnt thing so without this ability to label and memorize they are not able to so easily remember things. Like leaves falling, - Autumn, colours, letters. Etc.
As a child gets older their increased vocabulary encourages their behaviour to change. Instead of being very impulsive they are able to ask for things in a more rational way, and think of the consequences if they do something wrong. Social Development
This build son the emotional development, and as they are able to control their emotions they are able to understand others feelings and therefore behave accordingly. The ability to ‘read’ others feelings is an important skill in order to be able to socialize and as they get older they can use more language in order to play and then to explain rules or what they are doing. Emotional Development
The Very young find it very hard to control their emotions, and as they grow older they are able then to find other ways to express their feelings through the use of words. Tantrums and frustration can become less as they find other ways of talking about how they are feeling. It is also a good idea to label feelings so that the children start to understand what they are feeling, which allows you and them to talk about it better instead of them having a physical reaction. 1.3
Describe the potential impact Of speech, language and communication difficulties on the overall development of a child, both currently and ain the longer term. Immediate impact
They find it harder to make themselves understood and therefore comes out in frustration, anger if we don’t understand them straightaway. With this happening they child may become more withdrawn thinking what’s the point in trying to be understood and therefore low self esteem will ensue as they don’t try to interact try new experiences With less interaction they will find it harder to make friends also. If a child has problems in one of the communication areas then there is potential for them to learn new information and if they do gain the new information then they could find it difficult to apply that info to a new situation.
The longer effects are less easy to predict, but if the problems can now be overcome then the person may continue to have low self esteem, therefore not achieved their potential. May feel quite isolated therefore find it hard to make relationships, therefore may not reach independence.
2.1 Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early...