Explain Slc Needs

Topics: Linguistics, Communication, Writing Pages: 26 (7356 words) Published: November 2, 2012
EYMP 5.1

A child’s development and their use of speech, language and communication are crucial in their current and future learning’s. In these early stages allot of their teaching is delivered verbally. Good communication skills enable children to make friends, participate in group activities and develop advanced thinking skills. Building solid foundations at this stage is key as the inability to master speech, language and communication often results in children developing literacy and numeracy difficulties later on in their infant and preschool life.

Children’s later achievements are dependent on their ability to communicate effectively. That’s why it is vitally that all caregivers and parents make every effort to help all children to become confident and skilful communicators.

Speech
The dictionary describes speech as; the expression of or the ability to express thoughts and feelings by articulate sounds; a person's style of speaking.

Speech refers to the sound system of a language as well as how sounds are made in the mouth to form spoken words. All languages have different sound systems, the English language alone has 40 different sounds or phonemes that a child will need to familiarize themselves with.

Speech refers to:
• Saying sounds accurately and in the right places in words • The sounds people use to communicate words
• Speaking fluently, without hesitating, or prolonging or repeating words or sounds • Speaking with expression with a clear voice, using pitch, volume and intonation to support meaning.

Language
The dictionary describes language as; the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way; any nonverbal method of expressional or communication “a language of gesture and facial expression”

Language refers to speaking and understanding language; using words to build up sentences, sentences to build up conversations and longer stretches of spoken language, understanding and making sense of what people say.

Language is the structure in which words are used. The language system consists of: • Grammar
• vocabulary and semantics
• pragmatics

Grammar is the way in which one or more words can be used to make sentences, it also used to indicate things such determining a tense- past or present. For example I’m dancing changed to’ I danced’.

vocabulary and semantics describes a set of words that are used – children’s earliest words are often labels for familiar people, objects and animals, their surroundings; as their language develops they begin to understand that words can have different and wider meanings and can be used in many different ways (semantics);

Pragmatics is about appropriate use of language in different situations, for example beginning to understand what a question is and that it requires an answer. These skills are used in both the understanding and the production of words and sentences, and children may have difficulties in any of these areas.

Communication
The dictionary describes communication as; the imparting or exchanging of information or news; a letter or message containing such information or news.

Language is used to represent concepts and thoughts. Using language in different ways; to question, clarify, describe etc. Non-verbal rules of communication; good listening, looking at people

Communication describes the different methods that humans can use to pass on messages to other people. Although there are many methods of communication these are categorized into two methods verbal and nonverbal communication. Which in simple terms means it can be spoken or written.

Verbal communication is ‘spoken’ with verbal communication you can also have spoken and written communication examples include: • Writing a letter
• Making a poster
• Having a telephone call
• Group discussion
• Television
• Radio

Non verbal...

Bibliography: Bryan, K. (2004) Preliminary study of the prelance of speech and language difficulties in young offenders. International Journal of Language and Communication Disorders; 39:3, 391-400.
Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimisation in children with SLI at 11 years of age. Journal of Speech, Language and Hearing Research, 47(1), 145-172.
Coster, F.W, Goorhuis-Brouwer, S.M, Nakken, H, Lutje Spelberg H.C. (1999) Specific Language Impairments and Behavioural Problems. Folia Phoniatrica et Logopaedica, 51:99-107.
Gertner, B.L., Rice, M.L., & Hadley, P.A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.
Hooper, S J, Roberts J E, Zeisel, SA, and Poe, M. (2003). Core language predictors of behavioural functioning in early elementary school children: Concurrent and longitudinal findings. Behavioral Disorders, 29(1), 10-21.
Jerome AC, Fujiki M, Brinton B, James SL. (2002). Self-esteem in children with specific language impairment, Journal of Speech Language and Hearing Research Aug; 45(4): 700-14.
Redmond, S.M. & Rice M.L. (1998) The socio-emotional behaviours of children with Speech and Language Impairment: Social adaption or social deviance?Journal of Speech, Language and Hearing Research, 41, 688-700
Redmond, S.M
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioural disorders and language impairment among second-grade children. Journal of child psychology and psychiatry, 41(4), 473-482.
Walker, Miranda (2011). Children & Young People’s Workforce. Early learning and childcare. Nelson Thornes, (418 – 426)
Worcestershire county council – http://www.worcestershire.gov.uk/cms/pdf/201011%20Speech%20and%20Language%20Therapy.pdf
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