Communication and Child

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Maria Pearce

EYMP5-1.1, EYMP5-1.2, EYMP5-1.3, EYMP5-2.1, EYMP5-2.2, EYMP5-2.3

EYMP5-1.1 Explain each of the terms:
* speech
* language
* communication
* Speech, language and communication needs.

English dictionary meanings.
* Speech - something that is spoken; an utterance, remark, or declaration: * Language - communication by voice in the distinctively human manner, using arbitrary sounds in conventional ways with conventional meanings; speech. * Communication - the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. Speech, Language and Communication begins from birth simply engaging in eye contact and smiling is communication. Speech is started with noise and sounds. Language starts by a child listening so even from very young ages children learn and communicate with us.

EYMP5-1.2 Explain how speech, language and communication skills support each of the following areas in children's development: EYMP5-1.3 Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term.

Speech, language and communication needs in children vary with each individual child. As practitioners we must constantly asses and contribute in all aspects of communication, speech and language. We must listen to the child and try to understand the things the child is trying to communicate to us. Helping children improve things like language can be fairly simple. By having patience we repeat the words often and praise the attempts and successes a child has. Asking the child to point something out or encourage saying words or sounds. By taking our hand and leading us to something the child needs or wants is a good way of helping communication and means we can say the thing they need encouragement is essential we do not want the child to feel silly or ashamed if they struggle with the correct word. Splitting some words into parts more easily said is a great way for children to make sounds into words. In my setting we had a child who said “basanya” for lasagne and although cute if encouraged to split the word “la” san” ya” in no time the child used the proper word. Another child would say pusion for cushion. We also found with younger children by using flash cards and books blocks or anything played with to say colours, numbers, and shapes or when out walking pointing out things around us and encouraging the child to repeat was a productive way to help with speech. However speech wasn’t always possible one of the children we had was deaf. He made loud sounds but couldn’t hear us speak the words. By using sign language we managed to communicate though we had little experience in that area and the child was very young so did not have a huge amount of sign himself. We would mine a lot of things like “drink” “food” “hello” many of the children caught on quickly and also mimed signs to him. It was a fantastic way to allow communication as each child interacted only with us but with all of the children. Enabling better communication between the children and taught them that it was normal to accept a child with a “disability”. By encouraging not only speech but other methods of communication we helped them socially to interact with each other in different ways, a simple wave hello allowed the child with hearing difficulties to feel part of the group and welcome. Emotional by showing praise and enjoyment. Behaviour teaching children how to act in many settings. As practioners we spend time with children getting to know them and communicate with them we can pick up on things we may be able to help with or advise parents of. Many parents work very long hours and have little time to converse with children. By chatting with children and speaking in a correct manner we help language skills every day. We do not use baby language we repeat words and encourage talking not only to ourselves...
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