Cyp 3.1 4.1 - 4.3

| Presents to the responder that the kids are still young and immature to be handling these kind of situations.

need patience as the young person may know what they want to say but can't quite get the correct words. Encourage them without rushing them.

what to say will be much easier for the child to understand and follow. Continually telling children what they are doing wrong will not help them learn the correct or appropriate behaviour.

Need more time to get their view across. Giving them the time with no interruption can allow them not to feel pressure when they are speaking. Always adapt your communication accordingly to each individual child needs. Allowing them to speak freely, in their own time and with out interruption. If you do not adapt this, communication can be broken; it can distress them and reduce confidence to interact.

Do not rush the child or young person. Let them take their time as rushing them could distract them or make them feel as if you do not care. Saying ‘hurry up, I have other things to do as well’ to a child when they are telling you about a situation that may not have been

Our book tells us that children around age 4 are “ sensitive to the characteristics of their conversational partner.” (Arnett, p. 256) So it is around this age that they begin to alter their speech depending on the situation. When Kevin Jr was 3 his communication was not very great. He was still speaking in two to three word sentences so people really couldn’t understand what he was trying to say. This got Kevin Jr very frustrated and he would always throw tantrums when he couldn’t communicate. When he turned 4 not much really changed as he continued to struggle with his language. Even at preschool he would get frustrated because no one could understand what he was saying. At this age he was speaking at a 3rd grade language. Kevin Jr loves it when I rad to him so while reading I started to encourage him to contribute more to the reading in hopes of developing his language more. When Kevin Jr turned 6 was really where we seen a vast amount of improvement. He is now communicating in grammatically correct sentences and his vocabulary was steadily expanding. To continue to develop his skills I worked with him on computer programs designed to build language and reading skills. As a result to no surprise he became more and more

• Gradually introducing your child to one new person at a time. Encourage your child to speak to each new

This is not an easy task. Often times parents have a point they need to get across in a hurry and that is all that matters. However, if we begin with infant speech and continue on the process becomes easier and more a of habit. It may sound silly at first, but experts agree, it works.

Unlike conductive hearing loss causes, sensorineural loss is associated with the function of the inner ear, including the nerves associated with hearing. Tumors, otosclerosis and other forms of genetic hearing loss conditions can all contribute to this type of loss.

Everybody’s first words are the ones their parents will remember and tell us embarrassing stories of later in life. What if those cute first misspoken words are not just a child's first attempts, but a sign of future issues with speech. Speech impediments are usually easy to pick up on later in life, but when it comes to analyzing and diagnosing them in children, it can be a bit more challenging. Because all children are different and develop at different rates, it is hard to pick up on when the child is just moving at a different rate and when there is a problem with that child’s speech. Research has allowed us to analyze the biological reasons children have speech apraxia,

Similarly to her physical development her cognitive develop is also maturing at what theorists would say is a normal rate. I feel that reaching a certain age of seven, a child should be rapidly expanding vocabulary. While observing the child throughout my case study but more intentionally over the past few months I have seen each of these characteristics in one way or another. She progressed through the building blocks of language beginning with babbling and moving through her first word around fifteen months and first sentence a little later. While her mother does not know the exact time when she started babbling and spoke her first sentence, she does recall however, never being concerned about the development. Currently, she is speaking in

Ever walk past a child who is engaged in an activity while talking to themselves out loud? If so, do not worry, after reading this research paper you will understand it is perfectly normal. Language has many dynamics including: words, private speech, inner speech, syntagmatics, paradigmatics and much more. According to Craig and Dunn (2010) by age three, most children can use 900 to 1,000 words; by age 6, most children have a productive vocabulary of 2,600 words and can understand more than 20,000 (pg. 161). Some children I work with who are in the toddler room are able to talk, but leave out the pronouns a sentence. For example a child would say, “Us go on walk?” Language and cognitive development go hand in hand, as children learn about

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.

This article from Scientific American Mind gives readers explanation as to why babies do not come out of the womb talking like adults. Also, the author discusses how babies learn to talk and the steps they take to achieve their highest language capacity. The article provides two main theories as an answer to the age-old question about baby language and how it becomes adult language. The mental hypothesis is simply that babies are not cognitively ready to speak like adults. Their brains have not made the necessary connections to form words, let alone form full sentences with proper fluency and syntax like

and let the child concentrate, as at this time his/her attention is on something that he is