Cypop 24

Children are social learners and it is crucial that all adults working with them need to model good communication through listening and speaking which will aid the development of the child’s friendships, confidence and self-esteem.

Some children may not be able to understand the words being spoken to them and/or the grammatical rules of sentence construction. Therefore, when their teacher tells the class what they need to do, or explains a new idea or concept,9 they may struggle to understand what is being said. Having inappropriate vocabulary is

Child`s development must be seen holistically as each area of development are connected with and affects every other area of development.

When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with

2Class Work Sheet (12.12.11) Unit 3.2 Promote child and young persons development 3.2 A5: Supporting positive

Identify and describe the different strategies and targets that can support children and young people’s speech, language and communication needs.

1.4. Explain how to recognize when a child or young person learning more than one language may have additional or specific speech, language and communication needs.

In this essay I will be talking about speech, language and communication skills and how they affect several areas of development. I will talk about the impact of speech, language and communication (SLC) difficulties and how adults can support children and extend their SLC. I will also talk about the positive effects of adult support and the different levels of speech and language between children entering an early year’s provision.

1.3) Describe potential impacts of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term

Ways of supporting the development of children’s speech. Language and communications is covered in the EYFS framework, to provide this support, the settings much create a language rich environment. One where children have lots of opportunities to interact with adults and with other children. A language rich environment also encourages interactive as there are many interesting things to talk about and places where interactive can take place without any interruptions.

The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions.

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

According to Gentry’s five stages of spelling development, Child G’s writing suggests she is in the phonetic stage, with some examples of transitional writing present (Gentry, 1982). In this piece of writing, the spelling of words has been based on the sounds they hear, one of the main components of the phonetic stage. This is most evident in the way she has spelt ‘reunion,’ as ‘reyouyen.’ This may be understood better by child G with the use of syllable games, such as clapping as saying words aloud to hear how many syllables are present. However, Child G does show knowledge of the rules with regards to words ending in ‘e,’ which is evident in ‘side.’ The National Curriculum states that children of this age should understand such rule (Department for Education, 2013a), which indicates that Child G is progressing into the transitional stage, and is starting to become less dependent on sounds when writing (Wyse et al. 2013). In order for Child G to sit comfortably in the transitional stage the child’s teachers and parents/carers could use several methods. The ‘Look-Cover-Say-Write-Check’ method is a popular technique adopted in schools, an

For children to grow up and further their language, they need to be taught at a young age for their cognitive development to work and mature. If teachers can’t help them learn these things in school then the children will mature at a slower less advantaged level then other children in their school. Children need the support from their teachers do help grow their oral skill development and to help develop a sense of identity in their speech.

Phonics is all about teaching children the sounds in English words. When you can identify sounds in words and sentences, you are well on your way to becoming literate. Well, with phonics, your child will have the confidence to identify the vowels, consonants and syllables and can at least attempt to read the word. Phonics basically teaches your child how to sound out words in the English language.