Cyp_Core_3.1_-_Task_4

Early identification of speech, language and communication. Play and activities to support the development of of speech, language and communication. CYP Core 3.1 Task 4 Learning outcome 4 Assessment criteria 4.1 and 4.3 Introduction There are many reasons why children and young people have delays with speech, language and communication, this could be medical, neurological, and genetic or it could be a specific learning disability, part of their family history, an un-stimulating environment, or it could be cultural and ethnic, all of the above could play a part. (4.1) The importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is important to identify delays and/or disorders as early as possible as it plays a big role in any child or young person’s life. Children develop from the moment of conception. One of the biggest parts during childhood is development in language. Language is an integral part in social cognitive and emotional skills. Language allows process of thoughts, new information and it controls our behaviour. Language can be linked to literacy. A young brain develops rapidly so if there is no diagnosis or if the diagnosis was made to late then it would impact on the child or young person’s cognitive development, social skills/interaction, emotional skills as well as their overall well-being, it could also lead on to anti social behaviours now and in later life. Once a difficulty in speech, language and communication has been established everybody can work together in supporting the child. Additional support can be put in place until the child has mastered or improved their speech. The child/young person would be better equipment to deal with their emotional and social development as well as their behaviour as this Allows the Childs well being to be maintained and feelings of frustration and isolation kept to a minimum. Children with poor speech have difficulty in understanding that sounds and letter shapes are linked. Delaying reading and writing. Often children with communication difficulties find processing complex sentences hard, finding interacting with their peers and building a rapport difficult. It is possible for a child to have normal speech but impaired language but it is also possible for a child to have speech difficulties but normal language. (Understanding Development Language Disorders, page xiv) Children and young people need to have a level of speech, language and communication in order to get their message across, without them feeling isolated, confused, withdrawn and angry, it would also be extremely frustrating for both the child/young person and adult; it may also cause problems with their behaviour and their self-esteem. These skills have a massive impact on their overall development. Communication is fundamental for learning and development. Children and young people with a communication disability cannot express themselves, understand others or build relationships because of problems with language or communication. One in ten children and young people struggle with this invisible disability. Without the right help, at the right time, they will be left out and left behind. (I CAN www.ican.org.uk) (4.3) How play and activities are used to support the development of speech, language and communication. Children play firstly because it gives them pleasure but it is also an essential part of their education and socialisation. Children and young people learn while they are having fun without them even realizing, but in the process, many important skills develop, movement, speech sounds and the ability to make friends. Children and young people learn normally though play and activities that are motivating and interesting, i.e. books, role play “Role play is a vital part of children’s education in the Foundation Stage and beyond. It forms the basis for storytelling, writing and social development. It gives opportunities for children to play out the events they observe and experience. It provides experience of real life situations in which they can practice their learning in maths, language and communication.” (Featherstone & Baley 2002) dressing up, nursery rhymes, songs, music instruments, puppets, cuddly toys and blowing bubbles are all often used to help support a child or young person with a speech, language and communication difficulty. Play does not need words but helps words to develop. Children who take longer to talk can still make their needs known during play and practise the non-verbal aspect of communication, such as smiling, turn-taking, gesturing, pointing and making noises. These skills are needed before words can develop also if words are repeated in play then they are learned more easily. It is easier to repeat words during play than in everyday activities. For example, dolls and other toys can ‘fall’ repeatedly, helping the child to learn that word. Play must be open-ended and no specific outcome needs to be achieved, instead each and every child should be able to explore in their own way, and come to their own conclusions and/or achieve their own goals. Psycholudics, the study of the mind and psyche at play, describes the process of play as it happens; it proposes that play is essentially spiritually and ecologically developmental In order to support a child with speech, language and communication difficulties, the play and activities need to be age and developmentally appropriate. If the child chooses or enjoys the activity then he/she will progress i.e. he/she likes playing with cars then it stands to reason that’s it’s better to use that play activity rather than make him/her do 'fiddly threading' which he/she isn't keen on or not developmentally able to yet. Tina Bruce believed that ‘Children's play isn't always fun, but a way in which they learn and develop through life. She believed that play is a resource and is the whole part of network learning. That learning is constantly fed into play and in turn learning feeding out play.’ Forest school originated in Sweden as a way of children being taught about the natural world, the UK adopted the idea from Denmark – they are a unique way of building independence and self esteem in children and young people. Children spend quality time in a safe and secure woodland area in all weather, under supervision and the children flourish in this environment and respond to the sense of freedom. There is a curriculum to follow. The child’s knowledge and understanding of the world, language, mathematics, creative, physical, personal and social development underpins the whole forest school philosophy. Reference list A practical guide to support children with Speech, Language and communication Needs is available at http://www.practicalpreschoolbooks.com accessed on 19-05-11 at 10.35am Featherstone S. & Bayley R. 2002. Foundations for Independence, Developing independent learning in the Foundation Stage, Featherstone Education I CAN available at http://www.ican.org.uk accessed on 20-05-11 at 2.25pm Play Quotes available at http://www.scribd.com/doc/22929/play-quotes accessed on 20-05-11 at 8.10pm Pound. L. 2005. How children learn. London. Step Forward Publishing Limited. Tassoni,P. Beith, K. et al. 2010. Children and Young People’s Workforce – Early learning and Childcare. Oxford. Heinemann. The Communication Trust available at http://www.thecommunicationtrust.org.uk accessed on 19-05-11 at 12.15pm