Communication and Children

Topics: Communication, Linguistics, Nonverbal communication Pages: 16 (6653 words) Published: June 20, 2014
Eymp5
Promote children’s speech language and communication

Speech, language and communication are closely tied to other aspects of development. You should know what is meant for each term. Communication
Communication is about how you send out signals to people, communication can be seen as a umbrella term as it’s all about the way you use language and speech as your facial expressions, body language and your gestures. Language

Language is specific, it is a set of symbols its either spoken, written or signed, this means that it can be used and understood between people. Language can be very abstracted and we often forget this, when children are learning the sound of C-A-T the speaker is making the word can and is referring to the cat even if there is not a cat in the room. Linguists suggest that the main feature of a language is series of rules that people have to understand and use. Once it is mastered you should allow the user to convey anything they wish. First of all the children will not be able to use the rules, toddlers will begin by just pointing at objects and only using one word. After a while they will learn how to construct sentences. Speech

Speech is vocalised language it is normally learnt before the written form of language, in speech the symbols are not signed or written. But it is spoken as sounds. The number of sounds that children needs to master will depend on the language that they have or are being exposed to. English has more than 40 different sounds. Listening

Listening is about being able to hear and more importantly understand the speech of others. Its sometimes referred as receptive speech. Babies begin the journey of learning to speak by gaining receptive speech, and get them to learn the specific words and phrase and what they mean. This is a referral to any difficulty that an children has in any three areas. Some children have a difficulty in producing certain sounds so they will have a difficulty with speech. If a child does not have make eye contact this may mean that they have more global communication need.. as soon as a baby is born they begin to learn how to communicate. At first they will cry and learn that their cries will be understood or will be responded to by a adult. Babies cries change depending on what they need. Soon when you work this out and learn whether the baby is tired, bored or just hungry. Babies learn to study faces the tone of your voice and the body language, they will soon begin to respond to this their selves. Babies will cry if they hear a angry tone or if a adult smiles at them then they will smile back. By the age of one they babies should be skilled at communicating because they are able to point at things that they are interested in, they will turn their heads away to show that they are not hungry anymore. The babies will also recognise when the adult is happy. Not just are babies learning about the skills of communication they are also learning about the language, usually in spoken form.

Being able to communicate and be able to use and understand speech will mean it opens the doors for the children’s overall development. Learning
Cognition covers is a multitude of different tasks, it is mainly about our ability to process and use information that we have gained. An example is a child may see leaves fall of the tree and get told this is because its autumn. The child may see more leaves falling off and remember and make a connection with what she seen earlier with the leaves and what she is seeing now. She may remember what the adult told her about autumn and may say to another adult look leaves are falling is it because its autumn?. She will say it proudly because she has remembered. When she is at home having tea with her mum she may say that the park leaves are falling of the trees because it is autumn. This illustrates the way in which learning takes place, the child has remembered what they seen earlier and connecting to what they are...
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