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A2- Developing Children's Speech, Communication and Language

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doreen clark

on 24 September 2018

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Transcript of A2- Developing Children's Speech, Communication and Language

A2- Developing Children's Speech, Communication and Language
AIM
To understand how to develop children's SLC
Sequence of Language Development
Refer to handout
To know the sequence and pattern of language development will enable you to support a child's SLC development
You will need to know this!!!!!!!!!!!
Early Verbal Interaction with Babies
Remember babies 'tune in' to SLC
Who do babies focus on and 'tune into' most?
Key Words
Parentese
Motherese
Holophrase
Telegraphic speech
Echolalia
Alliteration
Auditory Discrimination

Doreen Clark
In groups, answer the questions:
At what age do babies start 'babbling'?
At what age do babies/young children develop phoneme awareness?
What is Echolalia and at what age does this manifest it self?
What age do babies begin 'cooing' and what is cooing?
Are babbling, cooing and Echolalia associated with linguistic or pre-linguistic stages of language development?
What is 'holophrasing'?- give an example
When does holophrasing usually begin- pre-lingusitic or linguistic?
What is 'Telegraphic speech' ( two-word utterance)?
Remember for babies to be able to 'tune into' language they must be exposed to it.
Link to theory/theorist
So how can we support babies to verbally interact and develop SLC skills ?
Thought-shower
As we come across these key words, add them to your vocabulary book with a definition
Holding babies
Eye contact
Using gesture
Using facial expression
Running commentary
Acknowledging babies vocalisation
How can each of the above support early interaction with babies?- add to flip chart on wall
complete worksheet
Adult support in SLC
Time to respond
It is important that you allow a baby/child time to respond to you.
They need time to process your words/information and make sense of it
Adult support in SLC
Acknowledging attempts to communicate
Q1-Describe Skinners theory in relation to SLC
Making eye contact
Being at a child's level.
Listening
All the above show that you are interested in what the child is saying and acknowledging them in their attempt to communicate
What is the importance of being at the child's level when communicating with them?
Reflecting back the correct word/pronunciation
Do not over correct children when they are talking.
Children learn by making mistakes-as we all do.

Repeating what the child has said in the correct way- grammatically, pronunciation, words, will support the child to correct the use of their language next time.
I dink
Do you want a drink
eigt eigt
Night night darling
Sensitivity expanding statements
Repeating what the child has said and adding/expanding their sentence
Example-
I like chips
I like chips as well, do you like chicken with your chips?
Think of an example of sensitively expanding a child's statement
Why is this important?
Motherese/Parentese/Child- directed speech (CDS)
Complete your worksheet
The term Motherese was first used back in the 1970's
This how now changed to 'Parentese or CDS as it is recognised that others play a part in the development of children's language.
What do you notice about the way the father talks to his child?
Parentese Features/Speech patterns
Higher pitch tone/voice
Slower pace
Shorter sentences
Simplified sentences
How do the above features of Parentese support children's language development?
Can you give some examples of Parentese?
Language rich environment
Recap-
How can you promote a language rich environment?
Why is a language rich environment important?
Small spaces
Reducing back ground noise
Group sizes
Activities-Story sacks- Rhymes
In your groups, consider how the above can also support a language rich environment and support children's language development.
Present your findings to your peer groups
Other ways to promote SLC development
Drawing on children's attention to detail
Accurate naming
Active listening
Helping children to sequence
Making sure that children have new and interesting things to talk about
How can the above support children's SLC development?
Each group to explore one of the above- give examples where applicable
Feedback to your peer groups
Attention to detail -
Descriptive language supports children to learn new words and vocabulary
Supports children to understand the world around them.
Example- "Your dress is very pretty. What lovely yellow flower."
Accurate naming-
Supporting children to develop a more sophisticated and descriptive vocabulary.
Example- Children may use the word 'dog' for every type/breed of dog. Relaying the type/breed of dog back to the child will expand their vocabulary( poodle)
Active Listening -
Facial expression(animated), being at the child's level, eye contact, showing interest in what they are saying, acknowledging their communication
Helping children to sequence-
It can be difficult for children to understand what is being said, stay on track, remember what happened and recall this information.. Visual props can help. Some children try to relay a stories sequence, forget and let their imagination run away with them.
Talking about new and interesting things
The wonders of the world.
As children learn new things they sometimes get fixated on these. Recalling them and talking about them a lot.
The development of SLC is linked to stimulation of the mind and in turn, supports cognitive development.
Consider how 'Show and Tell' supports children to talk and develop their language
A local nursery has asked you to plan a training session for new staff about how adults can support children’s SLC development.

1- Describe strategies that adults might use to support a baby’s language development
2- Analyse ways in which adults might promote children’s language development for children aged 2-5 years
3- Evaluate the impact of the adults role in supporting children’s SLC development

Objectives
To recap on the sequence and pattern of children's language development- identifying typical language stages
T0 describe how early verbal interaction can support babies SLC
To explain the importance of the adult in supporting early interactions with babies
To analyse how 'parentese' interactions can support babies and children's SLC development
To review the ways in which a language rich environment supports children's SLC development- referring to examples practice
Evaluate ways of supporting children's SLC within the childcare setting
- Describe strategies that adults might use to support a baby’s language development
2- Analyse ways in which adults might promote children’s language development for children aged 2-5 years
3- Evaluate the impact of the adults role in supporting children’s SLC development
Reviewing a case study
Full transcript