Speech Language And Communication Essay

Unit: 19
Support children’s speech, language and communication

Outcome 1.1
Explain each of the terms:
• Speech
• Language
• Communication
• Speech, language and communication needs Speech, language and communication are interrelated with each other and play a greater role in child's development from early year. It helps in many areas including social, learning and self-esteem.

 Speech: It is very important that child is able to speak words correctly and when needed. Added ability to add tone and sound to different words in sentences also proves best when used correctly. Over all speech is to express thoughts, communication ideas, situation or feelings that a child is feeling. If a child can ask questions without hesitation,

They should be able to communicate beyond the use of speech and language such as by using turn-taking conversation, eye contact, listening to others and changing the way they talk with different people within their grouped, such as use of different tone with teacher as opposed to a friend. This all skills mainly fall into communications category.

Outcome 1.3
Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term Language is one of the most important skills we will ever learn. Everything we do requires us to communicate with our families, friends and colleagues. Without language it is incredibly difficult to share our thoughts and feelings with others. Problems with speech and language are the most common developmental difficulty that children encounter. The impacts are as follows:

Following Routines: Children with speech and language difficulties may struggle to follow and learn daily routines – e.g. if they find it hard to understand spoken language children may struggle to follow instructions, especially negatives such as the difference between "do" something and "don't" do

The key differences are as follows:
0 – 6 months – children turn towards a sound when they hear it and become startled by loud noises. They begin to recognise movement and watch our face whilst talking
6 – 12 months – children usually listen carefully, and turn to someone talking on the other side of the room. Babble strings of sounds, like ‘no-no’ and ‘go-go’ usually begin to develop. Finally, children will look at you when you speak and when their name is called.
12 – 18 months - at this stage, children will start to use language in a more recognisable way. They will also become more sociable and enjoy games like and toys that make a noise. They will start to understand a few simple words, like ‘drink’, ‘shoe’ and ‘car’ and point to things when asked, like familiar people and objects such as ‘book’ and ‘ball’.
18 – 24 months - at this stage, children try out new things and explore the world around them more actively. They will often choose their own activities and may not always like being told what to do. They will concentrate on activities for longer, like playing with a particular toy and sit and listen to simple stories with pictures. Finally, children of this age should understand more simple questions and instructions. For example 'where is your shoe?' and 'show me your