As the early years practitioner with responsibility for supporting children’s speech language and communication and creativity you are asked to provide the following evidence:
• an explanation of each of the following terms:
The speech is sounds children use to build up words, saying sounds accurately and in the right places. Speaking fluently, without hesitating, prolonging or repeating words or sounds is also speech. Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning is another form of speech.
There are two types of languages: expressive language and understanding of language By expressive language we mean;
* Having words to describe objects, actions and attributes * Using these words to build up sentences
* Using these sentences to build up conversations and narratives * Following the rules of grammar, so that things make sense
By understanding we mean;
* Processing and making sense of what people say
* Understanding words being spoken
* Understanding the rules of grammar used
By communication we mean the way in which language is used to interact with others * Using language in different ways; to question, clarify, describe and debate * Using non-verbal rules of communication: listening, looking, knowing how to take verbal turns and how to change language use to suit the situation * The ability to take into account other people’s perspectives, intentions and wider context
- speech, language and communication needs
People with speech, language and communication needs (SLCN) have difficulties in communicating with others. This may be because:
* They are unable to say what they want to
* They have difficulty understanding what is being said to them * They do not understand social rules
* For some this may be minor and temporary whilst for others their needs will be complex and long-term.
SLCN can occur due to a number of different factors. For example, some people may have a specific difficulty with language only, without any general learning difficulties or physical or sensory impairments. This is often referred to as ‘specific language impairment’.
• An explanation of how speech, language and communication skills support each of the following areas in children’s development: Ans.
Well developed language and communication skills are crucial factors in ensuring access to the whole of the curriculum, later academic success, positive self-esteem and improved life chances. The link between speech, language and communication skills has been well documented in the research.
Language and emotional development occur together in children and affect each other powerfully. This shared development is evident with very young children as they learn about different emotions through play. In the later stages of nursery, children learn to share their feelings in words, consider the effects of their actions, reflect on and plan what they feel, do and say. All of this requires an appreciation of the emotions and thoughts of other people, and the language to put this into words.
There is a link between speech, language, communication and behaviour. Several longitudinal studies have found that children with an early diagnosis of language or communication difficulties are more likely to have behavioural difficulties than their peers and that these problems can increase with age. In addition, studies investigating children with identified behaviour difficulties, found that three quarters of them had significant language deficits. However, behaviour does not exist in a vacuum and children may show different patterns of behaviour at home and nursery.
Friendships are extremely important for children in nursery practice. The ability to socialise with peers, negotiate disagreements and be part of a friendship group is...
Please join StudyMode to read the full document