Unit 17 (2) (2)
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Herzing University *
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Communications
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Nov 24, 2024
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Question 1
Explain the terms:
•speech
•language
•communication.
GUIDANCE
Research and explain the meaning of these terms.
Min 150 words.
Answer
Speech:
The systematic and ordered utilization of sounds produced by the human vocal apparatus to verbally represent thoughts, ideas, and emotions is referred to as speech. The synchronization of several anatomical components, including the tongue, lips, voice cords, and respiratory system, is a multifaceted and ever-changing process. The creation of phonemes distinctive sound units and their organization into words, phrases, and dialogues are all included in speech. It is an essential component of language and the main means of human communication (Rabiah, 2018). Language planning, syntax, and semantics are three cognitive processes that are involved in speech in addition to the actual act of speaking.
Language:
Compared to speech, language is a more comprehensive and all-encompassing notion. It alludes to a communication method that consists of written symbols, signs, and gestures in addition to spoken words. Communication between people is facilitated by language, which is an organized and regulated system of thoughts, feelings, and information. Words, grammar (rules for mixing words), and semantics (meaning) are some of its constituent parts. diverse languages, such as English, Spanish, Chinese, or American Sign Language, may be spoken in diverse ways and across different cultures and geographical areas (Allen et al., 2020). It facilitates social connection, learning, and cognition, enabling people to exchange ideas and cultural traditions.
Communication:
Transmitting and receiving information, concepts, or feelings between people or groups is the process of communication. It may happen in a number of ways, including written
(text messages, letters, emails), visual (pictures, videos), non-verbal (body language, facial expressions, and gestures), and vocal (speaking and language). To achieve mutual comprehension, effective communication requires both the sender and the recipient to encode
and decode messages. Cooperation, human connection, and the sharing of information all depend
on effective communication. It is essential for establishing rapport, settling disputes, and communicating objectives (
Mousena and Raptis, 2020). To sum up, language is an organized system of communication that includes speech and other kinds of expression, speech is the act of
creating sounds vocally, and communication is the more general activity of sending ideas and information via multiple channels. They serve as the cornerstone of communication and comprehension between people.
References
Allen, M.P., Johnson, R.E., McClave, E.Z. and Alvarado-Little, W., 2020. Language, interpretation, and translation: A clarification and reference checklist in service of health literacy and cultural respect.
NAM perspectives
,
2020
.
Mousena, E. and Raptis, N., 2020. Beyond teaching: School climate and communication in the educational context.
Education at the Intersection of Globalization and Technology
, pp.153-170.
Rabiah, S., 2018. Language as a tool for communication and cultural reality discloser.
Question 2
Describe theoretical perspectives for speech, language and communication development. Analyse how these inform current frameworks.
GUIDANCE
Research into this and in your own words explain this in good detail. For each theoretical perspective explain how this relates to current frameworks. You could relate this to your setting.
Min 800 words.
Answer
Theoretical frameworks related to speech, language, and communication development provide important insights into how kids learn these vital abilities. These viewpoints have influenced early childhood education frameworks today and provide educators with direction on how to support the development of language and communication skills in their students. This answer examines several important theoretical stances and how they relate to the frameworks used in early childhood education today:
Behaviorist Perspective
According to B.F. Skinner's theory, behaviorism places a strong emphasis on how reward and environmental cues shape behavior. Behaviorists believe that imitation and reinforcement are the
primary means by which children acquire language in the setting of speech and language development. Present-day frameworks include behaviorist concepts by acknowledging the significance of environmental elements in fostering language development, including as exposure to rich language models and positive reinforcement (Budiman, 2017). Early childhood educators often use praise and incentives to promote language usage and create a language-rich atmosphere that will aid in the development of the young learners.
Cognitive Perspective
The importance of internal cognitive processes in language development is emphasized by cognitive theories, such as Piaget's theory of cognitive development. According to Piaget, children go through phases of cognitive development, and language development is directly related to cognitive development. The relevance of cognitive development in language learning is recognized by current frameworks (Dastpak et al., 2017). Given the intimate relationship between language development and cognitive skills like thinking and problem-solving, educators
are urged to offer materials and activities that are developmentally appropriate for young learners.
Social Interactionist Perspective
Lev Vygotsky's sociocultural theory serves as an example of the social interactionist viewpoint, which emphasizes the social environment of language development. According to Vygotsky, children learn via interacting with others who are more experienced than them, and language learning is linked to social interaction. Present frameworks, which emphasize the importance of social interactions in language and communication development, substantially borrow on Vygotsky's theories (Eun, 2016). Because these interactions scaffold language development, early childhood educators are advised to build a healthy social environment that includes interactions with peers and adults.
Nativist Perspective
According to the nativist viewpoint, which is embodied in Noam Chomsky's theory of Universal Grammar, language acquisition is innate in human biology. According to Chomsky, infants have the ability to speak from birth and the development of language skills is triggered by exposure to language. The key time for language learning and the significance of intrinsic linguistic talents are recognized in current frameworks. To take advantage of children's natural ability to acquire
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languages, educators are urged to expose them to a wide range of rich and diverse language experiences from an early age (Ranaldi et al., 2021).
Interactionist Perspective
The interactionist viewpoint, as forward by modern theorists like as Michael Tomasello, highlights the dynamic interaction between environmental and biological elements throughout language development. According to this theory, kids actively interact with their surroundings and progressively pick up language via socialization and conversation. The interactionist viewpoint is often supported by current frameworks, which emphasize the significance of both nature and nurture in language development (Shalin, 2017). Teachers are urged to facilitate kids' active involvement with their surroundings and to participate in responsive interactions that foster language development.
Emergentist Perspective
According to the emergentist viewpoint, a variety of biological, cognitive, and social elements interact to influence language development. It highlights how flexible and intricate language development is. Early childhood education frameworks of today often adopt the emergentist viewpoint by acknowledging that language development is a complex process. Teachers are urged to use a holistic approach, covering several facets of the child's development and customizing their lesson plans to meet the requirements and advancement of each individual student. These theoretical stances guide the creation of curriculum and instructional strategies for
early childhood educators. Teachers are educated to understand that a child's cognitive ability, social connections, and natural predispositions all play a role in the development of their speech, language, and communication skills (
Caldwell-Harris and MacWhinney, 2023). Teachers are urged to design spaces that foster these many facets of growth and to modify their lesson plans in
accordance with the requirements of each student.
To support language development in accordance with the social interactionist viewpoint, educators should, for instance, include social interaction-promoting activities like group discussions and cooperative projects. Additionally, they could provide chances for investigation and problem-solving that are consistent with cognitive viewpoints. Teachers may also incorporate emergentist ideas into their lessons by offering a variety of linguistic experiences via the use of technology and multimedia materials. In conclusion, theoretical stances on the development of speech, language, and communication provide insightful understandings of the
intricate process of early language acquisition (Brand, 2023). These viewpoints are included into early childhood education frameworks now in use to guide pedagogical strategies that support kids' speech, language, and communication development. Applying these ideas to provide nurturing and stimulating learning environments for young learners is a critical job for educators.
References
Brand, N., 2023.
Learning-Focused Dynamics of Toddler–Educator Conversations
(Doctoral dissertation, Macquarie University).
Budiman, A., 2017. Behaviorism and foreign language teaching methodology.
ENGLISH FRANCA: Academic Journal of English Language and Education
,
1
(2), pp.101-114.
Caldwell-Harris, C.L. and MacWhinney, B., 2023. Age effects in second language acquisition: Expanding the emergentist account.
Brain and Language
,
241
, p.105269.
Dastpak, M., Behjat, F. and Taghinezhad, A., 2017. A Comparative Study of Vygotsky's Perspectives on Child Language Development with Nativism and Behaviorism.
Online Submission
,
5
(2), pp.230-238.
Eun, B., 2016. The culturally gifted classroom: A sociocultural approach to the inclusive education of English language learners.
Educational Psychology in Practice
,
32
(2), pp.122-132.
Ranaldi, L., Fallucchi, F. and Zanzotto, F.M., 2021. Dis-cover ai minds to preserve human knowledge.
Future Internet
,
14
(1), p.10.
Shalin, D.N., 2017. Extended mind and embodied social psychology: contemporary perspectives.
Society
,
54
, pp.279-290.
Question 3
What are the benefits of holistic learning and development when supporting speech, language and communication development.
GUIDANCE
In your own words explain how language links to holistic development and describe the many benefits of this. Minimum 500 words.
Answer
As an early childhood educator, I've had the honor of seeing personally the significant advantages of a holistic approach to learning and development, especially in terms of assisting young children's development of speech, language, and communication. Early childhood holistic learning acknowledges that children are complex human beings with interwoven physical,
cognitive, emotional, social, and creative characteristics rather than separate learners. Here are the several benefits of this method and the connection between language and holistic development:
Language as the Gateway to Holistic Development
The foundation of human communication and comprehension is language. A holistic approach to development acknowledges that language is a tool that is integral to a child's development and not just one ability. It serves as a link between a child's inner world and the outside world, bridging their ideas, feelings, wants, and experiences. This is how language and overall development are related: The development of language and cognition are linked. Children participate in mental processes that support critical thinking, problem-solving, and information acquisition as they learn to communicate themselves and understand others. It's as if words shifts
the gears in their minds. Successful social connection is largely dependent on effective communication. Children who can speak well are better able to articulate their wants, bargain with others, and form deep connections. Language helps kids form meaningful connections with others by acting as a lubricant on the socializing process.
Children are given the ability to express their feelings via language. They become more aware of their own emotional states when they are able to articulate their emotions. This self-awareness is essential for emotional regulation because it helps kids better navigate the complicated world of emotions. Coordination of many muscles, particularly in the mouth and face, is necessary for articulating words and producing sounds. Fine and gross motor abilities are also improved by speech and language development activities including imitation, gesturing, and singing. Children
who speak are able to express their creativity freely. They gain the ability to express themselves in original and creative ways via storytelling, poetry, and imaginative play. Language offers them
a blank canvas on which to express their creativity.
Benefits of Holistic Learning and Development in Speech and Language Development
Advantages of Holistic Education for Speech and Language Development
Let's now explore the many advantages of adopting a holistic approach to developing young children's speech, language, and communication skills:
By addressing all facets of a child's development, holistic learning makes sure that no detail is overlooked. This all-encompassing strategy produces well-rounded people who are more suited to prosper in a complicated society. When social engagement and speech and language
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development are combined, children grow more socially competent and eloquent. They pick up on the subtleties of good communication, which is crucial for fostering wholesome bonds with others. A comprehensive strategy enables kids to utilize language to negotiate their emotional environments. They gain the ability to communicate their emotions, seek assistance when necessary, and become resilient in the face of difficulty. Exercises that promote language and speech development also improve motor coordination. Children's general motor abilities improve
as they become more proficient at managing the muscles used in speaking.
The use of language develops cognitive skills. Integrating speech and language development into
holistic learning significantly improves children's cognitive abilities, which include problem-
solving and critical thinking. A child's worldview is enriched when they are exposed to a variety of language and cultural experiences. As they draw from a wider range of languages and customs, kids become more creative and conscious of cultural differences. Holistic education acknowledges the individuality of each kid. As an early childhood educator, I am able to customize my approach to match the unique requirements of every child, making sure they get the help and direction they need to flourish. A strong foundation in communication, speech, and language puts kids on a lifetime learning path. They have a higher chance of succeeding in formal schooling and adjusting to the ever-shifting needs of the future.
Positivity and self-worth are fostered through effective communication. Children's sense of self-
worth, which is crucial for their general wellbeing, is developed when they are allowed to express themselves and be understood. Parent-child relationships are strengthened when parents participate in activities that support speech and language development, which is a benefit of holistic learning. As kids get more adept at communicating, parents are able to comprehend their needs and wants on a deeper level. In summary, my experience working with young children has strengthened my conviction in the value of holistic learning and development, especially when it comes to speech, language, and communication. Acknowledging that language is the common thread that unites a child's physical, cognitive, emotional, social, and artistic aspects opens up a multitude of avenues for their development and well-being. We enable kids to develop into well-
rounded, resilient, and proficient communicators who are ready for a lifetime of learning and achievement by fostering speech and language within a comprehensive framework.
Question 4
Analyse how technology supports speech, language and communication.
GUIDANCE
Produce a table that shows the different types of technology that can be used to support the development of speech, language and communication. For each different type of technology, you
have identified explain how this can be used to support the development of speech, language and
communication. min 700 words.
Answer
Below is a table outlining different types of technology that can be used to support the development of speech, language, and communication in children. For each type of technology, I
will explain how it can be effectively utilized for this purpose.
Type of Technology
Explanation
1. Speech Recognition Software
Speech recognition software, such as voice assistants like Siri or Google Assistant, can help children practice pronunciation and speech clarity. These tools can provide immediate feedback on pronunciation, helping children improve their articulation. Additionally, speech recognition software can be used for voice-controlled games and activities, making language practice engaging and fun (Kulkarni et al., 2022).
2. Augmentative and Alternative Communication (AAC) Devices
AAC devices are designed for individuals with speech or language disorders. They can support children with limited verbal abilities by providing a means to express themselves. These devices often include picture-based communication boards or digital applications that allow users to select symbols or words to communicate their needs and thoughts (Waller, 2019).
3. Tablets and Mobile Apps
Tablets and mobile apps offer a wide range of interactive educational tools that support speech, language, and communication development. Many apps are specifically designed to enhance vocabulary, sentence structure, and language comprehension. They often incorporate gamification, making learning enjoyable for children (Vaezipour et al.,
2020). Examples include speech therapy apps and language-building games.
4. Educational Software and Learning Platforms
Educational software, such as language-learning programs and online platforms, can be effective tools for developing language skills. These
programs often include lessons, exercises, and quizzes that target various aspects of language, from grammar to vocabulary (
Dorouka et al., 2020). Interactive online platforms can also facilitate communication and collaboration among children.
5. Video Conferencing and Teletherapy
Video conferencing tools and teletherapy platforms have become increasingly important in supporting speech, language, and communication development, especially during remote learning situations. Speech therapists and educators can conduct virtual sessions to work on specific speech and language goals, offering personalized guidance and exercises (Tambyraja et al., 2021).
6. Audiobooks and Podcasts
Audiobooks and podcasts are excellent resources for improving listening skills, expanding vocabulary, and promoting comprehension. Children can listen to age-appropriate content that aligns with their interests, helping them develop language and communication skills while enjoying engaging stories or educational content (Gonulal, 2020).
7. Speech-Generating Devices (SGDs)
SGDs are specialized AAC devices that generate speech output when a
user selects or inputs words or symbols. They are particularly helpful for children with severe speech or communication impairments. SGDs allow these children to participate in conversations and engage in learning activities by enabling them to convey their thoughts and needs (Romski et al., 2023).
8. Speech Therapy Apps
and Software
These applications and software programs are specifically designed by
speech-language pathologists to address various speech and language disorders. They offer customized exercises and activities to target specific areas of improvement, such as articulation, fluency, or expressive language (Du and Tekinbas, 2020).
9. Interactive Whiteboards and Smartboards
Interactive whiteboards and smartboards facilitate dynamic learning experiences in classrooms. Educators can use these technologies to engage students in language-related activities, such as interactive storytelling, collaborative writing exercises, or vocabulary games. These tools encourage active participation and interaction (Bhasin and Lanka, 2022).
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10. Social Media and Messaging Apps
While appropriate use of social media and messaging apps is essential,
these platforms can support language development by providing opportunities for written communication. Children can engage in text-
based conversations with peers and family members, practicing spelling, grammar, and social communication skills. Teachers can also use these platforms for language-related assignments and discussions (Willis and Exley, 2018).
11. Speech-Enhancing Wearable Devices
Some wearable devices, like speech-enhancing hearing aids or communication-focused wearables, are designed to improve a child's ability to hear and communicate effectively. These technologies can be
beneficial for children with hearing impairments or other speech-
related challenges.
Explanation of Technology Use for Speech, Language, and Communication Development
Speech Recognition Software:
Children may improve their pronunciation, get instant feedback, and gain confidence in their speaking skills by being encouraged to engage with voice recognition software.
AAC Devices:
These gadgets facilitate expressive language development by giving nonverbal kids a way to communicate. They let kids use words or symbols to express their needs, wants, and ideas.
Tablets and Mobile Apps:
These provide engrossing, adaptable, and customized vocabulary, grammar, and comprehension-focused learning experiences. They encourage kids to improve their language skills in an enjoyable manner.
Educational Software and Learning Platforms:
These resources provide students with organized lessons and activities that cover a wide variety of language abilities, from vocabulary acquisition and reading comprehension to syntax and grammar.
Video Conferencing and Teletherapy:
Individual speech and language objectives may be addressed in virtual meetings with experts, guaranteeing individualized assistance and direction.
Audiobooks and Podcasts:
In addition to improving auditory processing and vocabulary expansion, listening to captivating material also fosters understanding and indirectly advances speech and language development.
Speech-Generating Devices:
By producing speech in response to input from non-verbal youngsters, SGDs enable successful communication and promote engagement.
Speech Therapy Apps and Software:
These tools provide customized activities and treatments, increasing children's access to and enjoyment from speech therapy.
Interactive Whiteboards and Smartboards:
These instructional tools promote teamwork, engagement, and active involvement in language-related tasks.
Social Media and Messaging Apps:
When used responsibly, these platforms provide kids the chance to communicate in writing while honing their language, spelling, and social skills.
Speech-Enhancing Wearable Devices:
These gadgets help kids who struggle with speech, hearing, or other speech-related issues communicate more easily by improving their auditory experience. Carefully integrating these devices into home and school contexts may help youngsters improve their speech, language, and communication skills. To fully reap the advantages of modern technologies, it is necessary to take into account each person's requirements and preferences, strike a balance between screen time and other activities, and make sure that appropriate guidance and supervision are in place.
References
Bhasin, A. and Lanka, S., 2022, February. E-Learning-Based Collaborative Learning Experience in the Education Paradigm. In
Proceedings of Second International Conference on Sustainable Expert Systems: ICSES 2021
(pp. 1-10). Singapore: Springer Nature Singapore.
Dorouka, P., Papadakis, S. and Kalogiannakis, M., 2020. Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education.
International Journal of Mobile Learning and Organisation
,
14
(2), pp.255-274.
Gonulal, T., 2020. Improving listening skills with extensive listening using podcasts and vodcasts.
International Journal of Contemporary Educational Research
,
7
(1), pp.311-320.
Kulkarni, P., Duffy, O., Synnott, J., Kernohan, W.G. and McNaney, R., 2022. Speech and language practitioners’ experiences of commercially available voice-assisted technology: web-
based survey study.
JMIR Rehabilitation and Assistive Technologies
,
9
(1), p.e29249.
Romski, M., Sevcik, R.A., Barton-Hulsey, A., Fisher, E., King, M., Albert, P., Kaldes, G. and Walters, C., 2023. Parent-implemented augmented communication intervention and young children with Down syndrome: an exploratory report.
Frontiers in Psychology
,
14
, p.1168599.
Tambyraja, S.R., Farquharson, K. and Coleman, J., 2021. Speech-language teletherapy services for school-aged children in the United States during the COVID-19 pandemic.
Journal of Education for Students Placed at Risk (JESPAR)
,
26
(2), pp.91-111.
Vaezipour, A., Campbell, J., Theodoros, D. and Russell, T., 2020. Mobile apps for speech-
language therapy in adults with communication disorders: review of content and quality.
JMIR mHealth and uHealth
,
8
(10), p.e18858.
Waller, A., 2019. Telling tales: unlocking the potential of AAC technologies.
International journal of language & communication disorders
,
54
(2), pp.159-169.
Willis, L. and Exley, B., 2018. Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments.
Digital Education Review
,
33
, pp.87-104.
Question 5
Show how your setting creates a language rich environment which develops speech, language and communication of the children in your setting.
GUIDANCE
To meet the criteria you should provide a written explanation on how your settings environment supports the development of speech, language and communication of the children in your setting.
As well as the written explanation you will need to include photographic evidence of your settings environment you could also include a plan of your setting and on the plan give clear explanations for each area.
Min 700 words.
Answer
Question 6
Plan activities that support the development of speech, language and communication.
GUIDANCE
Produce a detailed plan of activities that support speech, language and communication for the following age groups
• 0-1 year 11 months
• 2-2 years 11 months
• 3-5 years.
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Each plan should be a minimum of 250 words you can use your settings activity plans or create your own.
Answer
Age Group: 0-1 Year 11 Months
Activity Plan: "Exploring Sensory Sounds"
Objective: To introduce infants to a variety of sounds and sensory experiences, promoting early language and communication development.
Materials Needed:
Soft toys with sound (e.g., rattles, squeaky toys)
Musical mobiles
Soft fabric or textured balls
Mirrors
Activity Steps:
Sound Exploration (0-6 months):
Place soft toys with sound near the baby and gently shake them to produce sounds.
Encourage the baby to reach for and touch the toys, exploring the cause-and-effect relationship between their actions and the sounds produced.
Musical Mobile (3-6 months):
Hang a musical mobile above the crib.
Activate the mobile and watch the baby's reactions as they listen to the music and watch the moving objects.
Textured Play (6-12 months):
Offer soft fabric or textured balls for the baby to touch and explore.
Describe the textures and colors as the baby engages with the objects.
Mirror Play (9-12 months):
Place a baby-safe mirror in front of the infant.
Encourage the baby to make eye contact with their reflection and babble or make sounds while looking at themselves.
For the 0-1 Year 11 Months Plan ("Exploring Sensory Sounds"):
Early Sensory Stimulation:
This plan introduces infants to various sensory experiences, including sound, touch, and visual stimulation, which are crucial for their overall sensory development.
Cause-and-Effect Understanding:
Through shaking and interacting with sound-producing toys,
infants begin to grasp the cause-and-effect relationship, a fundamental concept for cognitive development.
Auditory Discrimination:
Exposure to different sounds enhances auditory discrimination skills,
helping infants differentiate between sounds and laying the foundation for language comprehension.
Social Engagement:
Activities like mirror play encourage social interaction and eye contact, promoting early social and emotional development.
Age Group: 2-2 Years 11 Months
Activity Plan: "Storytelling with Puppets"
Objective: To foster language and communication skills by engaging children in creative storytelling using puppets.
Materials Needed:
Hand puppets or finger puppets
Storybooks
Open space for puppet play
Activity Steps:
Puppet Introduction (2-2.5 years):
Introduce the children to a variety of puppets, including hand puppets and finger puppets.
Show them how to put the puppets on their hands or fingers.
Storybook Selection (2.5-3 years):
Choose a simple and engaging storybook with colorful illustrations.
Read the story to the children, using different voices and expressions for the characters.
Puppet Play (3-3.5 years):
Invite the children to reenact the story using puppets.
Encourage them to take on different puppet roles, promoting imaginative play and verbal expression.
Creative Storytelling (3.5-4 years):
Encourage the children to create their own stories using the puppets.
Provide prompts or themes to inspire their storytelling, allowing them to use their language and communication skills.
For the 2-2 Years 11 Months Plan ("Storytelling with Puppets")
Language Development:
Storytelling with puppets encourages children to use their language skills to narrate and express themselves. This fosters vocabulary expansion and language fluency.
Imagination and Creativity:
Engaging in imaginative play with puppets allows children to explore their creativity and create their narratives, enhancing their cognitive and creative development.
Social Interaction:
The activity promotes social interaction and collaboration as children take on different puppet roles and share their stories with peers, improving their social communication skills.
Listening Skills:
Children develop active listening skills as they listen to stories and engage with
peers' narratives, which are crucial for comprehension and effective communication.
Age Group: 3-5 Years
Activity Plan: "Show and Tell"
Objective: To enhance speech, language, and communication skills by giving children opportunities to share and describe their personal experiences and objects.
Materials Needed:
Personal objects or toys brought by children
Seating arrangement for group sharing
Activity Steps:
Introduction to Show and Tell (3-3.5 years):
Explain the concept of "Show and Tell" to the children, describing how they can bring an object from home to share with the group.
Object Selection (3.5-4 years):
Encourage children to choose an object that is special to them or that holds a story.
Help them prepare a brief description of the object.
Group Sharing (4-5 years):
Create a designated "Show and Tell" time during group activities.
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Each child takes a turn to present their object, describing its features, significance, and any associated experiences.
Listening and Questioning (4-5 years):
After each presentation, encourage other children to ask questions about the object, promoting active listening and interaction.
Facilitate discussions and conversations about the shared objects.
These activity plans provide age-appropriate ways to support speech, language, and communication development in children across different age groups, fostering their verbal and social skills through engaging and interactive experiences.
For the 3-5 Years Plan ("Show and Tell")
Language Expression:
Show and Tell provides children with a platform to express themselves verbally, strengthening their language skills, vocabulary, and ability to articulate thoughts and experiences.
Confidence Building:
Sharing personal experiences and objects in a group setting boosts children's self-confidence, as they receive positive feedback and encouragement from their peers and educators.
Listening and Communication Skills:
During group discussions and question-and-answer sessions, children enhance their listening and communication skills by actively participating in conversations and asking questions.
Social Interaction and Empathy:
Show and Tell encourages empathetic listening and respect for others' perspectives, fostering a sense of community and positive social interactions among children. Each plan is carefully designed to align with the developmental milestones and needs of the specific age group, offering unique benefits that contribute to the holistic development of speech, language, and communication skills in children.
Question 7
Implement activities to support speech, language and communication development.
GUIDANCE
For each plan you have created in Q6 you now need to carry out these activities in your setting.
Produce a session sheet for each planned activity (3) ensure that you complete this in full and get
your mentor to sign these.
Each session sheet should be a minimum of 250 words.
Answer
Question 8
Reflect on your role in supporting speech, language and communication development.
GUIDANCE
Ask for feedback from your mentor on how they think you support children's speech, language and communication development. Upload this feedback to the supporting evidence section. Using the feedback from your colleagues answer the following questions honestly and in detail to ensure you provide a good reflection of your own role in supporting speech, language and communication.
How clearly do I speak to the children?
Do I adapt my tone of voice and pitch according to the ages and stages of the children?
Do I give eye contact and positive body language? Do I recast and expand sentences?
Do I allow children time to respond? Your reflection should be a minimum of 600 words.
Answer