Chapter 4: Speech and Language Development
1. How could knowing various theories of speech and language development help you understand a child’s speech and language problems?
Knowing the various theories of speech and language development is beneficial for understanding a child’s speech and language problems because it can help you figure out where the problem at hand stems from. It can also help you determine whether the problem that is occurring is an actual problem or one that is a language barrier (i.e. Spanish as their first language at home). Therefore, if you are able to figure out which theory or theories one’s speech and language development problem stems from, you will be better able to intervene and come up with a treatment plan that best fits those child’s needs to a successful life.
2. What is the relationship between speech development and language development?
Language development, if developed properly, allows an individual to develop receptive and expressive language. Speech development, if developed properly, allows an individual to communicate their wants, needs, thoughts, knowledge, and feelings. Therefore, the relationship between speech development and language development is interrelated. Although they are two different functions (i.e. speech = sounds we make; language = a socially shared system of talking), they work together in order for us to be able to talk in a grammatically correct form. Therefore, although they each have their own separate
The level of a child’s communication skills can have an effect on most areas of development. If a child is struggling with communication and language they
A child who is learning more than one language will exhibit certain signs if they have an additional or specific speech, language and communication need. It is vital to identify any specific speech, language and communication needs in a child as early identification and assessment is essential to support the child in the setting and at home. The initial concern may come from the parents or carers and then a review of the child's progress can be started.
Speech , language and communication are closely tied to other areas of development, this learning outcome requires you to understand and be able to explain links between speech and development and the likely impact of any difficulties that children may have in acquiring speech, communication and language.
Child`s development must be seen holistically as each area of development are connected with and affects every other area of development.
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.
But “if there is a difficulty understanding what people say, difficulty speaking or forming sounds or words and using language in appropriate social contexts then this can affect a child’s behaviour and emotional development”. (Speech, Language Communication Action Plan 2011)
Speech means that someone is speaking out loud to inform someone what is on their mind or how they feel. For example, a child telling a practitioner what they did the previous night. Language is a preferred way of communicating with someone. For example, a child may use hand signs as well as using verbal communication, pointing at what they are talking about. Communication is about different methods of telling people information. For example, a child may speak out loud to an adult. Someone who has speech, language and communication needs (SLC needs) has a problem when it comes to communication. This could be because they speak another language which many do not, or they could have learning difficulties which can make it harder to understand many things.
There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.
Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.
“Oral language is a skill that is acquired naturally by the young. The importance of its development in early childhood cannot be overemphasised. It underpins the whole scope of learning and is employed to question, to seek information and to proffer ideas. A child who has a well – grounded ability in oral language will usually be nicely poised to cope with reading and writing. Anyone who lacks this will be at a disadvantage.” (J.Fellowes & G.Oakley, 2010, pp4) It is a vital component of every human beings life as it is a means of communication and interaction with their family, friends and
When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).
All language theorists acknowledge nature and nurture both play significant roles in children’s language development. However, the theoretical debate to whether nature or nurture is the dominant tool during a child’s language
In the other hand, behaviorists view language as complex and leaned skill, much like playing piano and dancing. B.F. Skinner argued that language represents nothing more than chains of responses acquired through reinforcement. Putting differently, children learn though process of reinforcement. For example, baby babbles “mama” the mother happily reward the baby with a hug and kisses and eventually will push the baby to say “mama” more and more; due to these reward children are motivated to repeat the behavior, thereby shaping their language and ensuring their development. Children’s language is being built up, this describe a way in which children environmental experiences influence and improve their language skills. Also that’s why parents
How do both nature and nurture interact in the promotion of language development in young children?