Robertson And Ohi

The phenomenological approach is considered holistic, not reductionist. The method is an effort to understand religion and to accurately describe what religious people think there doing. Cunningham and Kelsay insist, “At its simplest, a phenomenological approach leads to an effort to understand religious thought and behavior from the point of view of religious persons.” This means that if a person says that a certain object is sacred, we start to believe them that the object is sacred because of our human conscious. The goal of the method is to attempt to understand the sacred because it is the spirit of religion. One of the elements of religion explained by Cunningham and Kelsay is action. Action is how people behave and it shows the

Development is holistic, which means one area of development interlinks with another. If a a child's speech is not as developed as its peers due to a physical disability they will not be able to communicate effectively with other children or adults. This could affect their emotional development as they may feel their opinion and needs are not being met due to their failure to communicate.

Social competency can be defined as skills related to interaction with others (peers, family, authority figures, nonfamiliar speakers, etc.) both verbally and nonverbally. This may be due in part to the affect on facial expressions (Geirdal, Overland, Heimdal, Storhaug, Asten & Akre, 2013, p. 2880). This may also be due to the significant amount of time that children with TCS (individuals whose phenotypic symptoms are severe enough to be noticed as neonates, infants, and young children) spend in hospitals/away from peers in natural contexts. This lack of experience affects language, and language is associated with both theory of mind and social competency, as they are both in-turn also associated with language. Each entity is interconnected with one another. Language age is associated with social competency and children with hearing loss often have language delays. Furthermore, social competency is likely affected by the inability to maintain peer relationships due to ostracization from peers, ostracization that may be due to either hearing loss and/or physical differences. Not to mention, the speech-hearing and physical disabilities are likely to affect self-esteem, which will negatively influence participation and

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

Social communication is "the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults", emotional regulation is "the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting", and transactional support is "the development and implementation of supports to help partners respond to the child's needs and interests, modify and adapt the environment, and provide tools to enhance learning" (The SCERTS Model, 2007). The usage of the SCERTS model in schools is continuously rising and proving to be beneficial. The SCERTS model is geared towards developing communication for those with ASD; this model is very useful for those with ASD because the model focuses on working with a child with ASD and pushing the child to work on main symptoms of ASD that are unfixable. Children with ASD typically have social and learning setbacks and behavioral issues, the SCERTS model focuses on ways for teachers to work with ASD and help students learn while coping with their communication skills and emotions.

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.

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

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.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Children may face behavioural difficulties such as aggression. This could affect their speech because they may express how they feel through the aggression and not by using speech. Their speech may become poor as a result. Their language they use may not be correct and their communication maybe poor or no existent. Emotional difficulties could include going through a family breakup or grievance. The child may become withdrawn and upset. Children going through this may not want to communicate with people in turn becoming mute. This would have a negative effect on their speech. Social difficulties could include poor housing, lack of friendships and living in poverty. This would affect the child’s SLC because they may not get the socialisation

Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

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)

The clinician will integrate multiple theories that will support a single group of researchers who conducted a case study that proposed the two theories with the purpose of obtaining the most current information regarding language difficulties, social communication difficulties, and the outcomes it provides when working with school-age children. The theories identified during this research were Biological Maturation and Social Interactionism. The clinician will further indicate the relationship between neuronal function in the process of language and the theory selected.

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

On March 27, I had the distinct pleasure of witness a unique band perform on the porch of the Love House that afternoon. Before the music began I had the also enjoyed walking around the house and seeing the art which was located inside. I, with several of my friends, arrived at the venue early and were able to watch them band set up. Even some of the band members quipped that we were crazy for arriving that early. As the it tame closer to perform the lead vocalist Diali Keba Cissokho brought out his unique instrument the kora. As the crowd began to arrive Jeff DeLuca, a friend of a friend, introduced the band, the band began to play.