Coomunication_Development

Communication Development of a child from birth – 19 years of age. Communication development of 6 months old: • Babbles and coos • Babbles consist of short sounds e.g. 'da da, ma ma' • Laughs, chuckles and squeals • Cries to show distress • Begin to understand emotion in parent or carer's voice • Begin to enjoy music and rhymes accompanied by actions Communication development of 1 year old: • Babbling becomes more tuneful and inventive • Strings vowels and consonants together to make repetitive sounds • Use gestures to ask for things • Enjoy games e.g peek-a-boo • Understand more than they can say • Begin to respond to simple instructions e.g 'come here', 'clap your hands'. Communication development of 2 year old: • Quickly learns new words • Use plurals e.g. 'dogs' • Makes errors e.g. 'drawed', 'sheeps' • Starts to use negatives e.g. 'there no cats' • Both active and passive vocabularies continue to increase • Sentences become longer although they tend to be in telegraphic speech • Questions are asked frequently, What' And Why' Communication development of 3 year old: • Speech is understood by strangers • Sentences contain four or more words • Imitates adult speech patterns accurately • Knows and understands nursery rhymes • Enjoys asking questions • Talk to themselves during play • Pronouns are usually used correctly • Rhymes and melody are attractive Communication development of 4 year old: • Vocabulary is now extensive • Longer and more complex sentences are used • Are able to narrate long stories including sequence of events • Play involves running commentaries • Can use language to share, take turns, argue, collaborate etc. • Begin to describe how other people feel • Questioning is at its peak • Speech is fully intelligible with few, minor incorrect uses. Communication development of 5 year old: • Sentences are usually correctly structured although incorrect grammar may still be used • Pronunciation may still be childish • Have a wide vocabulary and can use it appropriately • Vocabulary can include shapes, colours, numbers etc. • Questions become more precise • Offer opinions in discussion. Communication development of 6 year old: • Understands 13,000 words • Understands opposites • Classifies according to form, colour and use • Uses all pronouns correctly. Communication development of 7 year old: • Understand 20,000-26,000 words • Understands time intervals and seasons of the year • Is aware of mistakes in other peoples' speech Communication development of 8 year old: • Form complex and compound sentences much more easily and exhibit few lapses in grammar • Carry on meaningful conversations with adult speakers and follow fairly complex instructions with little or no repetition • Able to read age appropriate texts with ease and begin to demonstrate competence with writing simple compositions • Have acquired various social amenities in common usage, such as 'please' and 'thank you' and will know when and where to use them. Communication development of 9 year old: • Contribute to discussion with other children in planning and producing collaborative work with adult help, such as a short story, a simple story, a simple play, an account of personal experience or a scientific or mathematical investigation • Follow extended directions or instructions and long stories or factual accounts • Read independently for lengthy periods and, with adult help, use their reading to gain knowledge or find out answers to questions. • Write for different purposes, including both imaginative and factual writing • Discuss possible changes to their own or group work such as the use of more effective • vocabulary or corrections to illogical or incorrect sequence • Understand the rules for spelling. Communication development of 10 year old: • Take in extended information, explanations and directions, from talk alone • Work effectively with a partner or small group of children to plan and develop a shortfactual account, story or play, and contribute to a presentation of this to other groups of children or a whole class • Read widely from fiction, poetry and non-fiction and discuss their preferences with other children, supporting their choice with reasons • Use the class or school library to select appropriate books to pursue a line of enquiry • Use dictionaries, contents pages and indexes to locate information • Produce structures pieces of independent writing, showing evidence of previous planning and organization carried out with the class teacher and/or other children • Make some attempt to redraft and revise their own writing, possibly including consideration of structure and content as well as spelling and punctuation