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The language development in preschool children
The language development in preschool children
How age influences communication
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Explain how to adapt communication with children and young people for the age of the child or young person. The context of communication and communication differences.
When we communicate with children and young people sometimes we have to adapt how we speak to them because of the age of the child or because of their learning abilities. Obviously the younger a child is the simpler we have to make things to ensure the child knows what is being said to them. But as a child grows and becomes confident in how they speak and communicate then also the language can grow as well. Never over complicate matters because this can make a child feel uneasy and not want to become involved in communicating with someone else.
Communicating doesn’t always have
We need to adapt our verbal communication accordingly to the different situations. Working on a learning activity it is important that the children are focused and that we deal with any distractions
Adapting and using language which is appropriate to the person you are talking to is a very important when communicating with children and young people. Children of different ages will
Effective communication is a key principle for developing positive relationships with children, young people and adults. By ensuring that communication is effective it provides clarity on what behaviour is expected and a clear understanding of the tasks. In providing this children and young people will feel they are able to join in and it also provides positive experiences in variety of situations. The result is children will feel more at ease within the school setting and with those around them. By listening to what a child, young person or adult has to say a sense of value and self-worth can be achieved, which forms another factor in developing positive relationships, trust.
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
For example when working with nursery/reception aged children it is important to speak slowly and clearly so that the children can understand. Children that have also just started school for first time, will need time to settle in and may be shy at the beginning but give them time to build up their confidence and communication skills. When communicating with children adults should also adapt their vocabulary depending on their age and abilities. E.g. using simple words and sentences for the younger children. When working with children, they may need more to time to respond when communicating so things may need to be repeated several times in order for them to understand fully. For example in my setting we use visual schedules so that the children know what’s happening throughout the day. When working with older children adults can use more complex words and long sentences.
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
A child goes through various stages in language development before they have a complete social understanding. When a child is born, they already have perceptual abilities, and can understand the speech sounds of any language, but, by 12 months the child loses that ability, and their understand of the sounds in their own language increases. Werker and Tees (1984) conducted an experiment and found that infants of 6-8 months could distinguish changes in speech sound, but by the time they were a year old, the could no longer hear the differences. Around 11-12 months, a child will begin to speak their first words, and will begin to apply labels and begin to name things, which stems from their pretend play. By 2 to 3 years old, a child will begin to understand everything that is said to them, and by 3 and a half years, their speech becomes more adult like. By 4 and a half years on, children have a much better understanding of language, and an understanding of metacommunication, such as tone, body language
Compare and contrast a child from a younger age group with a child from an older age group. For the younger age group, I observed a 6-month-old, infant boy, called Manden, at my friend’s home. 1. What is the difference between a. and a. Adult/Teacher Interaction:
Effective communication is important in developing positive relationships with young people because it will help the young people to feel respected and it will aid them in being respectful to others. It will show young people that their opinions mean something and they are valued. In addition to this as with children it will show young people that you are dependable and they are worth listening to which help to build a positive relationship. It is also important as it can give young people a sense of self worth and provide them with the tools to progress through life.
Although children may develop the very different way they begin to add the grammatical “glue” that holds together adult sentences, such as tense and number markers, possessive markers, helping verbs, and certain prepositions. This marks the transition to the next stage of development, what we might term the grammatical morpheme stage. Most children learn to speak using different words, giving them their own meaning to complete their prayer
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
In fact, most of the kids are going through several stages, in their lives. To learn how to speak .And pronunciation of speech. Most of the words or all of it are quoted from the vocabulary of parents, and simulation and imitation from them. “The stages of acquiring their first language from babbling to one Word utterances, two word phrases, full sentences, and eventually, complex grammar” (petkova, Kersaint, & Thompson, 2009).
By assuming that students will learn proper communication skills without guidance is a big mistake. Individuals should begin learning basic communication skills at birth and continue learning throughout their educational experience. There are, of course, many types of communication. We use verbal communication, non-verbal communication, written communication and many different forms of. Additionally, communication plays an important role in the process of conveying knowledge as well. Communication is instrumental in education since it helps the instructor and the students to work together with each other. Communication is the most important component of any society. In order, to communicate properly we need correct pronunciation, because pronunciation affects how we understand the meaning of the words. If the sound of a word is different it could lead the listener to believe that the word has a different meaning, and if this happens, it is very obvious that it is a form of improper communication. This may lead to a lot of misinterpretations. To avoid these kinds of problems we need to teach accurate pronunciation. English, in schools, is a very important subject for teaching proper...
...d to determine exactly which part of the language is innate and universal so that humans can further uncover the valuable mechanism.
My two choices from “How to Talk to Kids” was to help children deal with their feelings by listening quietly with my full attention and to help children deal with their feelings by giving their feelings a name by using phrases such as; "That sounds frustration" or "You sound really angry".