Cypop 23

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

The term language means to understand a range of signs, symbols and gestures used to communicate and express themselves for example a child smiling or frown or waving their hand. Language can come in two ways expressive and understanding. Expressive language means describing objects, building sentences and following rules of grammar so things make sense. Understanding means processing and making sense of what people are saying and understanding words that are being spoken. In my setting children will tend to follow the understanding language as they might just about to begin to understand and process simple things e.g. sitting down, standing up.

It is important speech, language and communication needs of all children are considered. In education, children and young people need to:

With children langue needs to be age appropriate so your language will need to be simpler and you need to be very clear and concise about what you are saying. You may also have to give more reassurance to build their confidence. Body language may also have to be more exaggerate as children may not pick up on subtler signs. Also you may have to use more physical contact with children especially the very young.

P1 where information is not available or appears incomplete, use other strategies and sources to identify the individual’s communication and language needs

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.

1. How can observation be used to identify speech, language and communication delays? 2. What should you do if you have concerns about a child’s development of speech, language and communication skills? 3. What would be the risks if these delays were not identified? Use your answers to help you

* Speech, language and communication needs- Is any difficulty in which the child has in speech, language or communicating.

1. You must use language that is understandable to every, because then the team can work together to help the child without confusion over the paperwork.

It is not often that parents who are from a different cultural environment know the language of that culture. But, the parents can be encouraging to their child to learn and gain

You mentioned that standardized testing makes it difficult to see the “whole picture” in regards to pragmatic functioning. This is true because standardized testing occurs in highly structured environments which makes it difficult to measure pragmatic language skills. I believe that parent/caregiver report may be more appropriate in evaluating pragmatic language skills because they are able to observe children in a naturalistic

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

However, Pinker (1994) then goes onto note that the particular sub-stage of reduplicated babbling occurs around 7-8 months, and states that the children will exercise phonemes and syllable patterns that are not specific to a singular language, but rather are seen as common across a variety of languages. Yet, Pinker (1994) does also argue that the children are able to distinguish between phonemes of their own mother tongue, which has been seen from birth, and this is seen to be more prominent by the time the child reaches the age of around 10 months. Pinker (1994) refers to this as the children no longer being ‘universal phoneticians’, and states that the children will no longer distinguish foreign phonemes.

In this essay, we will discuss the different stages of language acquisition. There are five main stages that any child passes through to acquire the first language and these stages are:

Language is one of the valuable gifts which have been passed to children. The first language is significant and builds the basis for all later language progresses. Parents, family members and early childhood professionals have very important role on the development and maintenance of the first language. Studies shows that knowing one language can assist the child to comprehend how other languages work. First or home language is