The Issue Of Childhood Communication Essay

In order for children and young people to learn they need to feel safe, secure and as

Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages 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

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

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

In a child’s upbringing, the concept of social class and race plays a pivotal role in a child’s growth and development. In the ethnographic study, “ Unequal Childhoods: Class, Race, and Family Life”, the author, Annette Lareau argue that the influences of children with distinct socioeconomic backgrounds can determine how a child will be raised. The author primarily focuses on two distinctive practices of child-rearing: concerted cultivation and the accomplishments of natural growth. Lareau explains that both of these distinctive patterns of childrearing have their own benefits and drawbacks, but emphasizes on how concerted cultivation and parent involvement allows children to gain a deeper understanding of the world and the ability to fluently interact with social institutions. Also, the practice of concerted cultivation allows children to develop skills that are shown to be beneficial for the future. In contrast, the practice of natural growth limits the child’s language and communication skills, in which they are not adequately prepared for the challenges of adulthood. In my opinion, I believe that the way a child is raised has a significant impact on a child’s future.

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.

Research has shown that these children have fewer opportunities to talk with their parents than children from well-educated, middle-class homes, and are already behind their more affluent peers in their acquisition

According to the “Child psychologist, Betty Hart and Todd Risley how parents interact with their young children have an impact on their children mind”. From the study, it is mentioned that parents who were educated talked much with their children an approx. of 487 words per hour whereas working class parents only 376 words per hour. “Educated parents talked much about encouraging things than the discouraging whereas working class parents said encouraging to discouraging words in a ratio of two to one” (Culture of Success 456). Now it cannot be said that money is the factor that is affecting performance or education. Talking is free so parents must talk to their children in such a manner that encourages them. By this way, it can also help the child to learn vocabulary and this could help them interact with other people which in turn helps them learn more

Communications Theory is a therapeutic modality that can be used as an intervention in family therapy settings. Developed by the well-respected family therapist, Virginia Satir, the concepts and techniques behind Communications Theory have earned much respect amongst therapists worldwide. Satir focused on the importance of establishing and maintaining clear channels of communication to improve the lives of families who struggle with myriad challenges. She believed that families needed to be given ways to see hope more clearly. She also professed that the presenting problems may not be as important as the way in which people cope with the problems. More clearly, her focus was more on helping people gain hope through better communications skills which lead to more effective coping mechanisms (…).

If a family struggles financially they may not have money for food to be put on the table and the child will be hungry, which has a knock of effect to a child’s learning. A child will struggle to focus and learn if they are hungry as food is needed in order for the brain to function well.

Through this week learning resources, I have learned that there are evidences that demonstrate that when a child has limited experiences he or she is more likely to have difficult comprehending what is read. It is why early childhood professionals affirm that oral language is the foundation for literacy development. Everything that children learn about speaking and listening they use for writing and reading and what they learn from writing and reading they use in listening and speaking. In other words, oral language and literacy develop simultaneously. When parents provide rich language and literacy reinforcement at home, children do better in school than those who do not. It is also known for early childhood professionals that for a child with limited experiences is more difficult comprehending what is read. For example, a child who has being exposed to many environments like a farm or like a museum will have more mentally engagement in classrooms activities about things he or she already know that children who have not had experience in those environments. Many researches showed that children that have not have a literacy development or an oral language development years before formal schooling, are less likely to be successful beginning readers, opening an achievement lag that might last through the primary grades. Some of the reasons why parents are not actively involved into their children’s educations are their socioeconomic or legal status. For example, in an immigrant family sometimes both parents have to work and sometimes they have to work two shifts. I have known families where children are the whole day in school and with nannies. Those children do not develop any skills that help them to succeed at the time of attending forming school.

Numerous studies have been done in this area as there are many children living in poverty in North America and all across the world. There are roughly over one billion children living in poverty around the world (United Nations Children’s Fund, 2010). The Food and Agriculture Organization of the United describes poverty as “Lack of knowledge and good skills in herding was widely given as a main cause of poverty.” Living in poverty can seriously affect a child’s life as the child would not be able to go to school or would do poorly because there was nothing to eat at home so they would not be able concentrate. The child when old enough would have to work all day to make money for the family and many other harsh realities throughout their lifetime. Throughout the course of this paper I will be explain how poverty effects language development of a child because of the reasons of parental education and having a low socioeconomic status. In this paper, I do talk a lot about school statistics a number of times but that is because I believe if one does not have their language skills fully developed the results will show in their work ethic and grades in school. It is important to understand that poverty does not have a direct consequence to language development but it is things associated with poverty such as parental education, health care, child care, low socioeconomic status and many other variables that play an influence in

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.

Effective communication creates a learning environment where students can learn according to their individual needs in a safe and accommodating environment. Think about your early childhood education (or your child’s early education), was it flexible to suit individual learning experiences or were children required to conform to the teacher’s methods of teaching? If you answered the latter, do you think the former would improve the quality of education? Pedagogues’ in all divisions of education should possess proficiency in different levels of communication, whether they are teaching primary or secondary students or university alumni, to be able to address a combination of the various age groups (colleagues, students, parents or