Unit 16

Topics: Communication, Language, First language Pages: 12 (4597 words) Published: May 29, 2013
Unit 16

1.1 Explain each of these terms;
a) Speech- speech is the language that we vocalise. It is based on sound not symbols. A child needs to learn a number of sounds in order to speak. For example a babies speech would be the sounds the make, “goo, goo”, “gaa, gaa”. They are not able to communicate. b) Language- language is very specific. It refers to the fact that a child needs to know sounds to be able to understand language. For example, when a child understands that the sounds D-O-G makes dog even if the child is not shown a dog at that precise moment. The child must have language to know what the word “dog” refers to. Language can also refer to a child understanding and speaking a specific language or dialect. c) Communication- this is about how people show each other what they mean. This can be through written or spoken terms. It is the exchange of information. Communication could also refer to using sign language or Makaton. The way of communicating depends on the parties in which the information is being communicated between. For younger generations communications can also refer to text message, email or communicating through social networks. d) Speech, language and communication needs; these are the specific needs for the child that need to be assessed. A program will then be produced to help the child’s specific needs. Practitioners must also know the speech, language and communication needs of the parents. Practitioners must know how a parent will respond to communication and which form of communication suits them best.

1.2 Explain how speech, language and communication skills support each of the following areas in children’s development. a) learning- when children are learning we must remember to use simple instructions. It is important that we tailor our wording to make sure that children understand. Short sentences are the best way of communicating and teaching children. When children are learning we can also use visuals to help a child’s learning. For example, a child will connect the word winter with a picture with snow fall. Children will also use their speech, language and communication to talk about and make the connection between having experienced the winter. They will be able to talk about the winter without having to be in the winter to talk about it.

b) emotional- emotion is a direct link to communication. Being able to control your emotions is a big part of development. Babies and toddlers struggle with emotion as they don’t have the language to explain them. As their language develops they begin to be able to express their emotions and their needs. As a toddler, when we can’t express our emotions we tend to throw tantrums and have outbursts due to frustration and anger. As children are developing it is important to address emotions so they know how to express them. As they get older children and young people are able to talk about and express their emotions affectively.

c) behaviour- this is about self control. Young children act on impulse as they don’t have the language to express how they feel. They therefore tend to act out. Their behaviour tends to be an indication of their language. However, as children develop their language they begin to think about their behaviour. They start to understand the consequences of their behaviour and their actions. Children begin to tell themselves what they should and shouldn’t do.

d) social- speech, language and communication skills support a child’s social development. Without and speech, language and communication a child is unable to develop socially. They will be unable to communicate with other children therefore their social skills are unable to develop. A child with speech, language and communication delays may struggle socially with others. Their speech, language and communication skills support them to socialise with others and to develop relationships with others.

1.3 Describe the potential impact of speech, language and...
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