Speech & Language

Topics: Communication, Writing, Language Pages: 5 (2043 words) Published: August 5, 2012
1.1 Explain each of the terms :

Speech refers to saying sounds accurately and in the right places in words. Sounds people use to communicate words & speaking fluently, without hesitating, or prolonging or repeating words or sounds Speaking with expression with a clear voice, using pitch, volume and intonation to support meaning.

Language is Using words to build up sentences, sentences to build up conversations and longer stretches of spoken language also understanding and making sense of what people say.

Communication is a two way process by which ideas are exchanged between individuals. It is a way to make your needs and wants known (expressing) there is more than one way to communicate such as spoken, written, sounds, pictures, symbols or using non verbal communication such as gestures or signing. Communication is an essential life skill for children and young people and it underpins their social, emotional and educational development.

Speech, language and communication needs
Children with speech, language and communication needs (SLCN) find it difficult to communicate with others.  Some children find it hard to understand what is said to them, form words and construct sentences, find the right words to express thoughts and feelings, and understand rules for social interaction and conversation. SLCN can have a lasting effect on children’s lives. Studies of children with SLCN have shown that children whose language difficulties are unresolved by the time they start school are more likely to have later academic, social and emotional difficulties associated with their language difficulty. 1.2 Explain how speech, language and communication skills support each of the following areas in children’s development: Learning- When childrens SLC skills have grown and are at a standard level they are able to ask questions when learning, ask for help instead of getting stressed and irritable and communicate to their peers if an activity is group based, children can also talk about anything they are currently learning about and slowly be able to expand as their SLC skills grow which in turn can be marked off within their development chart/childs passport. Emotional- When the childs SLC skills are at a reasonable level they will be less likely to throw tantrums due to being able to talk through their feelings and express why they are feeling like that at that current time, they are understanding more as they can communicate how they’re feeling and what if they cannot communicate the exact feeling they can instead describe what it feels like. Within my setting I have been in a situation where a child described anger as a big red ball of fuzzy in their tummy. Behaviour- Once a child understands language they can begin to understand the consequences of their actions, they can explain why they carried out a certain action if they hurt another child/adult. They behaviour will improve & they will have more of a tendency to join in at group discussions, for example if a group of children and an adult read through a book and asked questions about the book after the child will have more of a tendency to join in as they can communicate & have understood what has been asked of them thus resulting in a happier child instead of a frustrated, isolated one. Social- Allows children to understand the feelings of others and ways we may interact with each other, the child wont be so isolated compared to if they had trouble with their SLC skills as they can talk to their peers and are able to understand what the child or adult is saying to/asking of them, the child is able to join in group games that requires speech and an understanding of rules, this allows them to form friendships and the child wont be isolated which again in turn will result in a much happier child.

4.1 Explain the importance of the environment in supporting speech, language and communication development: The environment is important...
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