Communication and Children

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 no t 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. SpeechSpeech Is vocalists 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 e ye 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 recognize 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 for m.Being able to communicate and be able to use and understand speech will mean it 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 hearing or seeing then come to the conclusion. The ability of the child that has labeled it as autumn will help her a lot. She is likely to notice falling leaves and making the association over and over again.She will also talk and think about autumn without thinking about the park. We can now begin to understand the limitations of body language, gesture and facial expressions when there is no language available. Even though they allow instant communication this does not help the child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children that has basic communication skills of facial expressions gestures and body language, they find it difficult to communicate the concept.Emotional development Being able to control your own emotions is a major part of emotional development, babies and toddlers struggle with this. But as language develops they find it easier as they can express their needs, is a child has a tantrum or an outburst it is due the child being frustrated, angry or Jealousy. The y tend to b dismissed as the child learns to find a way to talk through the way they are feeling. This is why it seems to be a good thing to name the emotions, when you are working with young children. His is so they can begin to understand what the child is feeling and have the ways of expressing it other than Just physical reactions alone. Behavior Being able to manage your own behavior is all about self-control, young children are impulsive and they find it hard to control their behavior as soon as language is mastered children's behavior changes. It seems like the acquisition of language it helps children to think things over. The children will focus on the consequences of their actions, they will begin to remind themselves of what they need to do or what they should not do.The start of this progress is when a toddler goes up to something that have been told not to go near and they point to that object and say no. Social Development Emotional development is linked as being able to control your emotions. Social development builds on your emotional development. This means you need to be able to recognize this in others and being able to learn how to adjust your behavior correctly and appropriately. This means that having good communication skills and good language skills is very important. Children need to read peoples body language and facial expressions of others so they can respond correctly.Play is the main medium of solicitation with other children. Language skills become important from the age of three years old. , children tend to speak about what they are doing or when hillier have difficulties, there are likely to have many effects on their development even though the extent to which children get effected it will very depending on the nature of the difficulty. It is severity, its also how the child is supported. Some term effects on development 1. Difficulties in making friends 2. Anger 3. Low levels of confidence 4. Difficulties in learning new inf ormation 5.Find it hard to make themselves understood 6. Frustration 7. Difficulties in applying formation to new situations 8. Withdrawn These are some general terms as there is a massive different between a child that as a slight speech impairment and can use some language to a child that is not using language or understanding any language. The long term development consequences in children who have difficulties with their communication, language and speech are sometimes harder to predict but in general terms you might find that children later on may have the following 1.Not achieve their potential 2. Lower self-esteem 3. Become isolated 4. Find it hard to make and maintain relationships 5. Developed antisocial behavior in some cases 6. Not reach independence Children who have learning difficulties with their speech and communication skills hey may have a big disadvantage when it comes to their overall development and it may even effect their life outcome. A lot of babies and todd lers attempt to communicate using their body language or by vocalist sounds or words.It is important that adults know the acknowledge of these communications as well as looking for ways to support children to make the progress there are many ways that we can do this. Words and level of language One of the skills you need to acquire when prompting children's language is to work out the level of language that we need to use with children and find the style of engage that we need to adopt, babies need use to use an exaggerated facial expression and to point to objects that your talking about so they can work out what you mean.Linguists has found that adults seem to be able to change the structure of their language automatically, when they are working with babies in order to simplify it. This is practically important because babes can focus on the key words in a sentence and begin to associate the words with a meaning. The word â€Å"parents† is used to describe the style that ad ults adopt when working with babies and toddlers. With children who are older and is developing their language, our style needs need to change again, instead of you simplifying our language, you may set out to enrich it so that a four year old can develop their vocabulary.Questions By using questions it is a important part in stimulating and extending the children's speech, they can show children that you are interested in what they are doing or response and is important to be aware of different styles. Rhetorical Questions A rhetorical question is not really a question because the speaker tends to answer them their selves. This type of question is very useful when you are working with babies and toddlers, as it helps the adult sustain commentary while they are busy with the child who may not be able to say much.Rhetorical questions an make the baby and toddler feel involved as long as the adult uses eye contact whilst you are talking to them. The commentary style is one that is ver y useful as it is allowing the babies and toddlers to hear language even though the commentary must be directed at them, using rhetorical questions with a child that already has language does not work because they see a opportunity to answer the question. Closed questions By using closed questions it prompts short answers.A example is â€Å"Did you enjoy that† they are useful to engage the child, we often need them when your working with babies and very young children that can use one word answers gestures or body language. For children that have limited language its important to extend the conversation from a closed question. Closed questions can also be safe for children who are anxious or a child that does not know you. This should be seen as a starting point in a conversation. With older children the amount of closed questions should be monitored as they do not extend language. It can prevent the child getting a chance to be able to express themselves.Open questions By us ing open questions it means that your prompting for a longer answer and to help children to think. Open questions work well when that child feels comfortable with the adult as well as when they have significant language so they are able to communicate. Using questions Its often suggested that closed questions are bad and that open questions are good. The reality is more complex as the use of questions really depends on the level of language that child has also how comfortable the child feels. Many skilled immunization will switch to open questions and closed questions.The thing that distinguishes the use of questions is generally interested in what the child is saying to you. Poor communicators ask questions without really wanting to know the child's answer. This means that using ascertain a chills acknowledge. Conversations/ interactions When you look at language and the way it is used in settings and used in the children's homes it becomes clear that some adults language is used t o organize children. This type of language is essential but it is not useful when you are trying to extend and develop the children's language.For this to be able to happen the children need to be able to have time to talk and interact with an adult. Interactions with babies and toddlers For babies and toddlers early interaction is often quiet play. With a baby you may play peep and with a toddler they may give you a toy and you say thank you to them and then they take it away from you. This early interaction may not seem important but it is essential for the babies and toddlers as they are learning early skills of fun whilst they are communicating. They will also learn about turn taking eye contact and interpreting expressions.Other interactions may also include songs. Babies and toddlers also need to hear a running commentary as if the child can answer the Children that has speech needs to have time where they can talk to the adults. You should note that the children likes to be d oing something or has got something to show the adults for this to be able to take place. This is often when the adults takes time to show the children that they are available or goes and sit down. Good communication does not work when the adult is moving about and does not have good eye contact with the person who is talking to you. Information and activitiesChildren and adults need to have something to say to each other, this means that a lot of settings will work on children's language by planning activities, or they may have books that will help prompt children's speech. With babies and toddlers this could mean too have to put out an experience such as teddies and toys in a basket that has a lid on. With older children you can have a variety of activities thou can use to stimulate children's language. It is always important that you build on the child's existing interests as well as being able to provide new things for the children. Working with parents/ careersA lot of parents and careers under mind the value of or their role in prompting children's speech and extending their speech. They are more likely to only have 15 minutes a day which they are able to chat to their child without any interruption. This could be when you are walking home or at bath time. As parents have a strong relationship with their child they are able to tune in to them and adapt their language. This means that parents does have the potential to be a good language partner for their child. Many settings provide sessions for parents to learn about the importance of their role and build up their confidence.When a child has a specific speech and language need both parents and the setting needs to work together WI the speech and language therapist. Positive effects of adult support When adult support provided for children there is many positive effects. Some of the positive effects is the following: 1 . Speech, language and communication skills 2. Emotional development 3. Behavior 4. So cial interaction Speech, language and communication skills If a high quality of support is given children can show progress in their speech, language and communication skills.This means working with children can be really rewarding and parents are often delighted in the improvements that children are showing. Social interaction The heart of social interaction is children's ability to communicate. This means that positive support can quickly make the child more outgoing and confident in their interactions. A lot of practitioners report that once children have more speech and language the children are able to play easily with other children. Behavior Many children that are finding it hard to communicate or speak will show aggression. They may also be showing a sign of uncooperative or frustrated behavior.Being able to communicate effectively can make a massive difference to children's behavior. Parents will also note that when they are spending more time communicating with their child that child wills show less attention seeking behavior. Emotional development does the children become more confident, they also will be able to find words to be able to control their emotions and express their needs. Children of the same age will often have different levels of language. This will mean that you need to identify the children that has atypical language in order for them to get the support that they need.But you also need to think out how practices and procedures support the children. Settling in For children that does not have speaking language for a reason like age or because they have a additional need its very essential that they get to know the key person before any separation is taken. The key person needs to find out from that child's parents how to communicate with that child and learn the skills they use. With the children that are speaking well and can understand us will still need a similar level of care and attention, but they may find it easier to settle i n as they can express their needs and their feelings.Grouping children A lot of settings may have moments when they need to put children in to groups like when you go for lunch or when they are going for a story. It is important that you give a lot of thought in to this as children that has language needs have been grouped sensitively and carefully so they have get the opportunity to interact and get involved. Activities When activities and play opportunities are planned children's level of language needs to be considered as certain activities are required to have a higher level of language and this mean it may not be appropriate for a child who is still developing engage.Language is needed for role play and it is important to think about if the child wants to Join in with role play and needs to have support. The ability to process language will mean that some activities that require children to listen needs to be carefully thought about if there are no visual stimuli which will hel p the children work things out. Methods of providing support A starting point to be able to support the children with language problems is to consider the age of that child, the child's current level of language and what they are interested in. You should also find out the child's specific needs. AgeThe child's age needs to be considered in relation to the way we work with children. Babies and toddlers is emerging their language and we rely our gestures facial expressions and body language to help them to understand. In a way they need to use these communication tools, we also need to learn how to interrupt them correctly. By the age of three children will have developed sufficient language to be able to form sentences so our style of language will need to change again. Specific needs Its very important that when working with children you know what their milestones are in relation to the child that you are working with.This is because each child needs to be identified quickly so the y can gain the support that is necessary. Sometimes a speech and language therapist will be involved and be able to give us specific suggestions as to what kind of type of work that the child needs. Children with cognitive needs alongside language needs will also may need to use Megaton. Megaton is signs that create the visual cues to help them to understand the meaning. Abilities children has language delays, but some children does not have any delays and gets on with language with flying colors, they are hungry for attention and to get language opportunities.You need to think about how challenging the activities are and think about the language opportunities are such as stories. For other children they might like one thing like a train set, so you may sit with the child and make the sounds to encourage visitation. Home language These days children learn English as well as their home language, being able to learn more than one language at an early age is a good opportunity, its ver y important that you don't make the parents of children feel like there is a problem with that. You need to find out how much English the child has and find out how strong the chills mom language is.It is important that you find out how the parents use their home language, as some parents may choose to only use their home language to their children but other parents may decide to split up their language by using more than one language. Some parents may slide between two languages. If you have a child that comes in to your setting no using any English you need to be aware that the emotional impact may be hard as they don't use English. This is why a key person system is important, as it is a way which we can reassure the child, for children that isn't have English the progress they need is to acquire English and this can be very quick.This is why it is not a problem if the parents only speak their home language. Linguists takes the view that many ways this is desirable so that the ch ild can gain competence in both languages. When children are not making progress in either their home language or English then it is worth talking to the parents and make it clear that some distinctions in their language use so that babies and young children can work out the sounds and words and which belongs to what language. Its important to remember that children that are learning more than one language are prone to have hearing loss, sight problems and communication difficulties.It is important if they are not making progress to explore these possibilities. Gaps in vocabulary When your working with children that has two language it is important that you are aware they may have specific gapes in their vocabulary. This is because most language is learnt in context. This means that some objects or activities means different things in their home language and in the setting its different as its in English. So this may mean that children may not know some of the common household items in English like tea towel or pillow this means they may not be able to talk about what they have done in the setting to their parents.They may not have the word sand in their home language its very important that you are aware of these gaps and plan activities accordingly. Adapting own language It is important to adapt our style and language to be able to suit the needs of the children. For children with English with a additional need you may need to use more facial expression or point to objects. You might have to simplify your sentences like oh do when you work with babies and thus style will allow to break in to the meaning of the word.Scaffolding children's language Children needs to hear phrases and words before they can use them. By scaffolding children's language it involves talking to children in ways that will be able to help essential for this as As they are likely to spend more time with the child, the can also develop language routines for that child. Recasting and expa nding statements As a part of scaffolding children's language adults should know the acknowledge of children's vacillations or the attempts of communication and should recast the entente.So that the sentence is grammatically correct, or you can expand the sentence so that the child is hearing a fuller sentence because vocabulary are learnt in context by expanding the sentence from a child means that they can learn more. Giving children time to communicate A lot of adults forget that children needs to have time to be able to process what they have been told and visual the clues in the room before they are able to respond to a communication, one of the common mistake that a adult does is fill up the gaps immediately assuming that the child has not understood or can't think of anything to say.This means that reviewing our own language practice is worth thinking about how much time we are giving children in order so they can communicate with us. It is important that you give time to chi ldren who are learning English as they already have another language. They might know what they want to say but they may not be able to say it and need a moment to put it together. Many babies and toddlers process things a few hours after, this may mean when you took him/her to the pond to feed the ducks they was not very responsive but later on when they look at the photos they get very excited and try to talk about the duck.This is why it is useful to repeat activities that children have enjoyed. This is why having photographs and video clips can help the children to interact. Facilitating communication between children Children's social skills and language are connected, sometimes the role of the adult is to help the children to connect with each other so they can communicate. One way to do this is to set up some simple activities that is pleasurable for the children. Having a game that you need to have children to be paired up can work well as it can encourage them to listen to each other and enjoy being with each other.When irking with large groups it has to be organized carefully as children that has strong language skills will find it hard not to shout out. It can be hard for young children to wait and some people will argue it is unfair that they have to wait. Children who has a stutter can feel under pressure if you have told the other child to be quiet so they can listen to the child. This can sometimes make their stutter or stammer worse. Learning through play Play is Just not a medium for learning physical and social skills it is also used for language.A key skill for adults to master this is by playing with the children in ways f which the children have their own ownership of it. Role play is normally used on older children to be able to get them to develop their sentences and vocabulary, with baby's language can be learnt through peep. Play is a very good vehicle for language, its important that the materials you use and resources that are availa ble for children are interesting and satisfying. Many practitioners look for new ways of introducing new materials or the props in to children's play as it will give children something to talk about.Working with parents, careers and families Parents need to be involved with supporting their children's language as they are o one time with them parents sometimes will need support to know how to maximize the language opportunities and so some settings put workshops on where parents and children can come to play and learn together. These workshops can give parents more confidence as well as more understanding of the importance of their role in promoting their children's language. Interests of children Children tend to talk more about things that excite them or what they are interested in. His means that adults are needing to be flexible when working with children and be ready to talk and explore the things the children have noticed or that are interested in. A Autumn walk what the pract itioner was hoping to talk about the different types of leaves and the children may have found a pine cone and have to talk about them instead. Day to day activities Sometimes it is easy to forget that everyday routine activities can be fascinating for children when adults allow them to be properly involved. This may mean that you need to allow more time to value those moments in the day instead of Just trying to get through them.Tidying up can either be a quick routine task. In which children will say hardly anything at all. When tidying up the adult and children can have a DOD conversation about where things go, and what toys they don't play with or the ones that does get played with and travels around the setting. In some settings they organize the packing up so that the key person can work with the child. Some potential activities that can extend the children's language are the following 1. Dressing 2. Lunch time 3. Tidying up 4. Choosing stories for story time 5. Getting ready to go home 6.Nappy changing and other personal care routines 7. Snack time 8. Setting activities out Working with children one to one Children's language Scan improve a lot when they spend time in the company of insensitive adults who are able to respond to them carefully, the term language partner is use on this respect. A language partner is good at picking up an individual child's interest and are ready to allow conversation to be able to follow the child's interest. Chatting with children when they are doing a activity is important, by Just sitting the child down to talk to can make them very unnatural and forced.One to one is very valuable, because then the child can talk a their own pace, and does not have to compete with others. One to one works in the EYES settings, the settings would be carried out by that child's key person. As this is a way of strengthening the relationship, as well as the child should have a existing bond with their key person. Working with groups When w orking with a group of children it can be a Juggling act because children's language levels are often different this means that they process things at different speeds, it also means that the may process what they have been told in a slightly different way.By organizing a trip to the shop with the children, the children may see another child may see it as seeing a yellow car and another child may see it as seeing post box. If you have a too may children In a group or if the activity your doing is not developmentally appropriate then you may see that the children start to close down, so the opportunity of speech rather than the opportunity for them to open up. They may resort to closed questions, so they can Just answer with one word. This can mean that some children will miss out as they don't get the opportunity to hear or speak full sentences.You can make sure that the group is developmentally appropriate such as three year olds are best in a group of three or four when only elder children can be put in a group with eight, children that are under the age of three does not tend to be able to do group work as easy and find that they will walk away or start to wiggle. Evaluating practice Three are many ways in which you can evaluate your practice with the children, first you may be able to record yourself working with the children, this will help you look at the tone of voice you are using and how much time you give them to respond.. N addition we may follow the children's progress and see where you have given them extra support. By recording the children with a MPH player it can you a baseline assessment of what the child can do, then record them again to see if they have made any progress. You also need to learn how to reflect on the way you work with individual children some children enjoy puppies or talking whilst cooking byte some children talk better when they are playing and you Join in the game.This means that to be able to work effectively with differe nt children you need to be able to reflect on their reactions and adapt effectively. The importance of the environment Its important that not only we work effectively in the trees of our skills with children, UT also the physical environment includes play and activities so it creates opportunities for language. Children and adults need to have something that's worthwhile to be able to talk, environment's that are boring or activities that are unchallenged may result in minimal language use.But having settings that are loud and chaotic also does not help in proving support for reactions for interaction between children and adults. As children may not be able to focus or be able to make themselves be heard. Adults may become distracted if they can see mayhem is being caused on the other side of the room. This can prevent sustained interaction. You should provide environment's inside and out that works well in terms of communication and meet the range of children's developmental needs. You should also thing about activities and resources that are available for the children. These activities should interact because they are challenging and interesting for them. Factors that support an effective speech language and communication environment 1. Views of children 2. Activities 3. Specific toys and resources 4. Staff roles and responsibilities 5. Physical environment 6. Training needs and opportunities 7. Involvement of parents, careers and families Physical environment