Support Children Speech, Language And Communication

Communication is what allows people to connect and share. It entails all human behavior, including verbal and nonverbal ques. Verbal communication can occur through an oral or written language. Nonverbal communication involves everything you do that portrays a

Language is the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way.

Language is a system in which sequences of sounds make up words to signify a person, place, idea, or object and eventually becomes a tool through which we communicate. Language development starts at birth with crying. Infants cry to communicate their needs are not being met. At around six months infants begin to form consonant- vowel chains; this is the start of babbling, an essential pre-linguistic skill and milestone in language development. Around the age of eleven months the child will say begin to say their first words, and language continues to develop throughout life. Like many other areas of development language development is influenced by the culture the infant grows up in.

The article I picked for this assignment analyzes the authors viewpoint against the development of spoken language among children in two different school. The authors attempt to convey the importance behind oral language and listening skills in reception children. Included in the article are results of children in varies school showing the lack of language skills. The author works on suggesting intervention programs to have a positive effect on these skills that need improvement throughout the school education. Surveys and researchers believe that about half of teachers are decreasing speaking and listening skills in the past five years. Practicing skills of talking and listening are essential. Mentioned in the article, “language difficulties are that children have problems in three areas: accessing curriculum on language related tasks, interaction and social skills, and attention span towards learning” in the classroom (pg. 658). This article worked on intervention program for teacher to train students to improve their language skills on standardize exams. In my opinion, having the ability to speak is a way to communicate and share ideas and thoughts with others, and express feelings on how one feels. Listening skills are processed after we hear something. It involves one’s attention and decision to participate in a discussion and respond to message. Also, it requires the ability to focus on the conversation without being distracted, but having a meaningful connection with

Every people who meet each other will speak a language to prove that they are exists in their community. There are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency that may be assessed: (1) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it; (2) grammar, it is needed for students to arrange a correct sentence in conversation; (3) vocabulary, it means the appropriate choice of words which is used in communication; (4) pronunciation, it is the way for students to produce clearer language when they speak. and; (5) fluency, it can be defined as the ability to speak fluently and accurately (Mora,2010, Syakur, 1987 cited in

What is communication? Communication is how people speak with each other; the most common form is language. Communication has been around for ages. In China they speak Chinese, but in the United States we speak English. Characterization, conflict, point of view, and anecdote are connected in literature and life by communication.

Language is defined as a system of communication consisting of sounds, words, and grammar (Press, 2016).

Identify the key vocabulary (i.e., developmentally appropriate sounds, words, phrases, sentences, and paragraphs) essential for children to use during the learning segment.

Language can consist of nonverbal, verbal, and written communication. Because the speech and language comes hand to hand; lacking one can be a reason for another trait to develop. For example, it is most commonly to be unable at pronouncing words well but can formed sentences properly. Or be able to pronounce words properly but may be not able to follow directions well. A child’s speech may be hard to comprehend but there are other sources for the child to communicate; such as phrases and words can be used as substitutions to communicate (Glover, McCormack & Smith, 2015). Perhaps communication is very essential to be able to concept and understand while engaging in a conversation and knowledgeable of the message been conveyed. For this project Miss Lauren Stitz was phone interviewed and contacted on November 2, 2015. Her profession is a licensed Speech-Language Pathologist for a company name “Florida Speech”. This company been operating for at least 10 years and continue on being successful. She currently works in the school system and does home environment job

Language development in children is influenced by a variety of factors however often begins with the use of a few recognisable words around their first birthday. Children’s initially focus is on their immediate environment and the development lexical words. At this stage children begin to use language to communicate with parents, carers, siblings or other family members. The purpose of communication is to instruct those around them to satisfy their needs and desires (McDevitt et al., 2013, p.351). The use of language to communicate preferences and wants is referred to by Halliday as the instrumental function whereas the use of language to control others is referred to as the regulatory function of language (Fellowes & Oakley, 2014, p.29). Piaget

Language is a system of making meaning through the use of different forms of communication such as verbal language, written texts, visual properties and gestures. These methods of language progress in stages throughout a child’s development, beginning as early in the mother’s womb.

Throughout this research project a variety of research methods were used. These included, practitioner questionnaires, observations, the child’s view through them taking photographs and through interviews with them. A child monitoring tool was also used to assess the developmental level of each child participants communication, language and speech. Using practitioner knowledge about each participants communication skills, along with observations, a best fit method was implemented across the four strands of early language and communication (Leicestershire County Council, 2015). The variety of data

LO1 1.1 Speech- To talk out loud, to express themselves and how they are feeling, such as in my placement when the older ones in he under two’s say “help please” to put their shoes on. “Verbal communication: the act of speaking. The articulation of words to express thoughts, feelings or ideas.” Meggit et al (2011:327)

Communication is used as a way of interaction, passing information or even influencing other s thoughts and feelings into communication and prompting feeding back with verbal and non verbal communication between people.

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.