Cypop5 Task 3.3

People communicate for different reasons, to portray their feelings, emotions, pain, opinions, etc. To work with children and young people, communication plays a very important part to make sure that the best provision is created for all. There are many different reasons why people communicate. People communicate to share information and express a need. They communicate to learn new things and develop learning. People also communicate to discuss a situation, negotiate or make a point.

As quoted, (Children and young peoples workforce, early and child care book 2010) there are a number of reasons why people communicate which are to:

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

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

When we communicate with people be it children young people or adults we adapt our communication to the appropriate language. We will do this automatically if we are in a meeting with other professionals, we will act and speak in a formal and professional manner, whilst speaking to a infant we will be more animated and speak in a higher voice which we know will keep the babies attention. So when I communicate with children I need to be clear so they can understand what is expected of them.

The skills needed to communicate with children are active listening; give clear messages, understanding the reply by giving appropriate feedback and being able to pitch to the correct level. Giving clear messages is important so the child knows exactly what is required of them. If you give an instruction in a jovial manner the child or young person may not be fully sure what to do. This may unsettle the child worrying whether you really meant the instruction or if they don't do the required task they maybe chastised. Being able to pitch to the correct level is probably one of the most important skills needed to communicate. If you use jargon, acronyms, sarcasm and innuendos the recipient will not understand, possibly switch off to what is being said and the instruction will not be followed. If you use vocabulary

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

Making sure you use proper English and clearly pronounce words will have a positive impact on a child's speech and language and communication development. Also Using ‘OWL’ (Observe, Wait, Listen) when Speaking to children, This gives children time to take the question in, Think about it and then respond, Children often need longer to think about what you have just said so speaking clearly and slowly to children will really impact their development. You will find you get more out of the child when doing this. They will respond appropriately and they will learn new vocabulary from you. We use ‘Words of the week’ We differentiated them for the less able and more able, This gives children chance to learn new vocabulary and have a wider vocabulary.

Talking and listening are essential life skills. The ability to talk in order to communicate and exchange ideas and information, to negotiate with others, to express feelings and emotions, allows human beings to function well in the world and to be full and active members of society. Communication, to be effective, requires the ability to listen, to understand and to make sense of what is heard. On the personal level, when we listen, we give attention to the other person in such a way as to allow them to feel heard, understood and therefore respected. In that way, listening is more than

Throughout the history of language, we have developed such a strong understanding on the effects of communication and how as humans we need this social standard to ultimately survive and get through day to day tasks, in this piece I am going to explore how at different points in time and different social standards how if we derive social context and human interaction from communication it separates and completely takes away from the sole purpose of ‘language’. We will look at how children in the classroom are constantly seeking cognitive challenges and how to attach information and knowledge into the process of developing a structured vocabulary and grammar system to communicate to the others around them, and how throughout time our need for

I was encouraged to be observant, patient, willing to try new solutions, and to be passionate in everything I do, regardless of how difficult the task. Plentiful hours of practice taught me that communication and ability to ask for and give help is key to both individual growth and shared success, which provoked me to become involved in my community through volunteering. My time with programs such as Jumpstart and Born to Read has shown me the importance of balancing teamwork and leadership to achieve a common goal, as well as the significance of using practical methods to encourage children to actively exercise language and literacy

Consider a mime telling a story on the sidewalk. Using his hands he creates image outlines, adding body movement and facial expressions to create further understanding of the silent tale. Without spoken language the mime has provided entertainment. Language is functional; providing means to share information both personal and factual, present opinions and clarify ideas (Crystal, 1987). Used to describe thoughts, experiences and helps build and create relationships. Language researcher Michael Halliday, suggests developing language has seven purposes for children in their early years. Instrumental is the first purpose, use of language to satisfy a need. Next is regulatory, this language allows a child to tell others what to do; interactional

As English has come to be known as the global language, it has moved toward paramount over the past decades. The majority of uses of English occur in contexts as a “lingua franca”, that is the language of heterogeneous linguistic communities whenever they wish to be mutually intelligible to speakers of other languages. Language is the unique characteristic of human so that it distinguishes human beings from other animal species. From four well-known language skills i.e. reading, writing, listening, and speaking, Rivers(1981)argues that speaking is the most frequently skill, that is used twice as much as reading and writing in our communication.As it is the means through which we express our opinionsthinking process, intentions and viewpoints. Speaking and writing usually have been considered as productive skills in comparison with listening and reading and it has been classified into two major groups: Monologue and Dialogue, that according to Nunan(1989)the dialogue focuses on the interaction with other speakers, in contrast, monologue refers to uninterrupted oral presentation. Moreover, according to the previous classification, speaking serves one of the two functions: transactional (transfer of information) and interactional (maintenance of social relationships) (Brown & Yule, 1983). As Nunan (1999) and Burkart and Sheppard (2004) argue,

Language can be seen and heard as material objects, if we look at audio recordings, the way we speak and our writings. (Gee & Hayes, 2011). If we look at the accommodation theory (Giles & Coupland, 1973) we can see that people often move together or move away from each other when they speak. They can also use a different register when talking or maintain their own register. (Giles & Coupland, 1973). According to Halliday (1975) there are seven purposes that language has for children. He states further that children are driven to develop their language because it serves some purpose for them, for example physical, psychological and social needs. (Halliday, 1975). By observing people, we are able to see and hear language on a daily basis.

In this respect, Vygotsky (p. 34) states that the primary function of speech is communication, social contact. A clear example of the importance social interaction has in the child’s speech is his or her home natural environment, where the very process of learning how to speak is completely socialized (p.56). At home, the child has the need to ask for things, to get what he or she wants, to understand and to be understood. It is in this milieu that the child starts expressing his desires at a very early age. That is, he or she begins socializing language satisfying his or her reality, which shapes his or her mind creating concepts (p.