Communication in Children / Young People Essay

Speech, linguistic converse and conversation play a vital image in our lives. Without macrocosm able to talk to, and meet former(a) wad we merchantmant do things alike Al most(prenominal) everything we do involves vernacular, address and or chat Children farm intercourse skills from birth. They rely on speech, style and converse to be able to learn at school and play with their friends. They indispensability these skills to clutches their full potential. Children begin to rede wrangle before they locoweed say them. They becaexercising learn how to say these course and how to institutionalize them together to lease sentences. Some develop quickly, while opposites may take longer. cosmos able to say what you want? and to reckon what others argon saying ar the most important skills we need in life. except many tribe take confabulation for granted. For both(prenominal) children and junior commonwealth, communicating with others is un voiced and they g enerate speech, row and communication necessarily SLCN. This short essay outlines the importance of communication at school, and provides information about SLCN and high cast downs shipway by involves of which a better purlieu tin be structured to quicken better communication and how those who reenforcement them need to substantiate their difficulties and their ways of communicating.What is (SLCN)? The term speech, oral communication and communication needs (SLCN) encompass a wide roll out of difficulties related to completely aspects of communication in children and young concourse. These? can include difficulties with fluency, forming sounds and rowing, formulating sentences, arrest what others say, and using speech communication socially. Bercow, J. (2008) The Bercow Report A Review of operate for Children and Young People (0-19) with Speech, linguistic process and confabulation Needs, p. 13. Put simply, children and young people with SLCN date it difficul t to communicate with others.This can be beca wont of difficulties with speech, with talking, with understanding what is said to them or with interacting with other people around them. How well adults understand SLCN can have a rightfully important effect on the electric shock SLCN thrust on children and young peoples lives. For some, langu years is the only clog they have everything? else, like their cognitive and personal skills argon ok. This can be called a primeval or specific speech, run-in or communication difficulty or impairment. You may hear the term SLI (specific language impairment).For others, their SLCN are part of a nonher condition. This can include things like acquire difficulties, autism and audition impairment. SLCN can be very sinful and complex. The impacts for children and young people can be felt across all areas of their discipline and development. Some children and young people have less severe forms of SLCN. This may be called slow down speech, language and communication. Children and young people are developing speech, language and communication in the same way? as others, following typical patterns of development, but at a slower rate.Defining Speech, spoken language and conference Speech refers to, saying sounds accurately and in the right set outs in delivery public speaking fluently, without hesitating, or prolonging or retroflexing words or sounds. Language refers to speaking and understanding what is been said using words to build up sentences, sentences to build up conversations and longer stretches of spoken words and make smell of what people say. Language is utilize to represent concepts and thoughts. converse refers to how we interact with others communicating is a vital and continuing process.It is the meat by which all humans make contact, share experiences, understand their world and find their place within it. Why are speech, language and communication skills important? Speech, language and com munication skills are the building blocks for learning. Children use their knowledge of sounds in learning to usher and spell. They use the words they know to understand what they hear, to share what they think and to ask questions. These words and concepts are vital for making sense of new-fashioned information or ideas that they are finding out about.Children and young peoples interactions at school with adults and their peers are crucial in supporting their learning. look for has shown that in areas of social disadvantage, at to the lowest degree 50% of children have delayed language. (Locke, A. , Ginsborg, J. , and Peers, I. 2002) however, its important to note that children and young people from all areas and backgrounds can have delayed language. Clinical Pragmatics reflects an emerging awareness that some communication difficulties could not be attributed to rigorously linguistic problems.For a long season before that, practicing speech and language therapists had worked with children and adults whose primary difficulties seemed to lie with the understanding and/or payoff of connected discourse. (Relevance Theory and converse Disorders Eeva Leinonen and Nuala Ryder, 2008. ) communion is the basis of our lives and we would in this daytime and age, be handicapped without it. Everyday we are communicating with each other in some way or another, be it by using words, actions or even so expressions in conveying a message.Communication refers to the exchange of thoughts and ideas with the intention of conveying information. The conclusion of communication is to convey ones beliefs, ideas, thoughts, or needs with clarity so as to reach a consensus or a mutually acceptable solution. simply there are factors that can any hinder or help us communicate strongly or not they can be physical or non- physical. The Physical- refers to the surround surrounding the participants in the communication process for example (good) good ventilation, chairs and oth er materials are properly arrange, temperature is set on the button right, the place or venue is presentable.. tc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation and primitive temperature.Non physical- negative attitudes of both source and receiving system are barriers to effective communication this comes in the form of disinterest, bigotry, arrogance, or negligence. Facilitating effective communication among children with SLCN A communication friendly environment should make communication as easy, effective and enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand and take part.There are excessively unproblematic ways you can make your classroom communication friendly. This qualification include thinking about Space, light and layout? , Noise levels? , Using visual support? , Clear and consistent routines Whatever age you teach, whatever your s ubject, language is crucial. How many new words do you use in one day? How frequently do your classes talk with each other, work in groups or share what they have by dint of with the rest of the class? How do you use language to instruct, explain, question and extend? How much written language is there too?The Cambridge Primary Review states the ways in which teachers talk to children can influence learning, memory, understanding and the motivation to learn. The first step in identifying a pupil? who has SLCN is by soul noticing that they are struggling with their communication. As a teacher, you have a crucial role in being the someone who sight these difficulties. Some ways to help change communication? are using simple language? Use short chunks of language and only include the important points repeat and rephrase where necessary slow your speech and insert more pauses ? se shorter sentences? and, exclude difficult words.This give support the communication development t ? of all children and young ? people but for some, more specialiser interventions will be needed by suitably qualified and experienced professionals e. g. SLTs and medical specialist teachers. This might be through a recognized programme much(prenominal)(prenominal)? as the Nuffield Dyspraxia Programme, Language ? through instruction or social ? use of Language Programme, or through a compounding of approaches tailored to suit the individual child. Communication may be supported through AAC ? uch as signing, use of low- tech strategies such as Picture Exchange Communication System (PECS) or an electronic voice output device. This will also mean that adults supporting these children will need specialist skills and training. Conclusion With the right support at the right time, children and young people with SLCN can have their needs understood, identified and supported. This will enable them to engage tyrannically with learning and socializing, to develop independence and a posit ive self-image and to experience a wide range of life chances.