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Language Development. Using Language. From birth, infants use language and communication skills and can react to different sounds. They develop an understanding of language long before they learn to speak.
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Using Language • From birth, infants use language and communication skills and can react to different sounds. They develop an understanding of language long before they learn to speak. • Language skills develop at different rates for each infant; however there is a general pattern to early language development. • http://www.youtube.com/watch?v=2i1z37nYMrM
Once speech begins, children constantly build on their vocabulary and at around the age of five years they can have detailed conversations with adults. • New forms of language constantly develops as they expand their verbal skills and they develop an ability to use written language to express themselves.
As understanding and use of language increases, children are able to express fun and serious ideas, use formal or correct language and later add informal or slang (colloquial) terms. • When children use make-up words and are creative in the way they speak, it demonstrates to you that they have a strong grasp of how language works.
There are a range of key language terms to assist you to understand language development, as described here: • Expressive language- expressed by a speaker and involves learning to speak and using language, for example, telling someone how you feel or explaining an object or interest. • Nonverbal skills- forms of communication involving gestures and facial expressions, for example crying
Receptive language- language received by a listener and it involves listening and understanding, for example, listening to instructions, stories and directions. During the first five years of life, children experiment with language. Their pronunciation will change over time.
Supporting language development • It is important that children are encouraged to express themselves verbally at their own rate. • Children use non-verbal cues for communication until they are developmentally ready to speak. • Until this time you can model the use of words in a correct and clear way, as children learn from modelling.
Children will make mistakes or use their skills incorrectly at times, you should support children by providing them with the appropriate words to use. • Always give the child some words to use so that they are able to express themselves.
When a child says a word with incorrect pronunciation, don’t stop the child and ask them to repeat it in the correct manner. • Instead, role model back to the child the correct way to say the word.
Example • Thomas is sitting at the drawing table holding a yellow crayon in his hand. He turns to Megan (the carer) and says ‘Megan, I did a lellow sun!’ Megan looks at his drawing, smiles and replies, ‘You drew a very bright yellow sun!’
By role modelling to children, you encourage the child’s language skills and their self-esteem, as they hear the correct way to pronounce without being unnecessarily corrected.
There are many experiences that provide children with maximum exposure to language. The value of these experiences relies on you being a positive role model and interacting frequently with children. • http://youtu.be/97B__Cwk7vY
What are some of the things you could do to encourage children to speak?
Try babbling and cooing back to infants • Speaking about the things you are doing with the children. • Putting words to objects and emotions • Using a variety of sounds and voice pitches • Singing a range of songs and rhymes • Reading stories • Speaking clearly and introducing new words • Using every opportunity for interaction • Giving the child time to speak
Assisting second or more language acquisition • http://www.youtube.com/watch?v=3fFFUNw5Cd4
Assisting second language learning When children are learning to use a second language, some characteristics that you may observe include: • A silent period- children may spend long periods of time listening and not speaking, where they build their knowledge of the new language and listen for rules of the language and memorising words or phrases.
Code mixing- children may use words from both languages together as they attempt to express themselves with the tools they have. • Grammatical errors- the child will make mistakes as they develop skills and practice their new language. Modeling is the best tool here and you should reflect correct use and pronunciation rather than directing correcting them.
To support a child who doesn’t speak the language who might be feeling isolated, confused and frustrated, you should: • Use words or phrases that the child is familiar with • Use body language and facial expressions to assist communication • Consider their emotional and psychological state and provide a secure and safe environment
Ensure they are provided with food, drink, warmth and any other physical needs • Support the child to be involved in social interaction • Show interest in the child’s first language.
If the first language is not valued or the child doesn’t have the opportunity to use their first language, they will lose that language skill. In school-aged children the skill of another language is usually hidden as they attempt to fit in. • By encouraging all children to use and learn new languages and by demonstrating an interest in all languages, you assist children to be interested in, maintain and be proud of language skills as well as their cultural background.
How can Children’s shows support language development? • Timmy Time – Timmy says Sorry http://www.youtube.com/watch?v=uwvf4LZnOnI • Playschool- Buses and wheels http://www.youtube.com/watch?v=FbKdltVUsOw • Ready, Steady, Wiggle- Invisible Lachy http://www.youtube.com/watch?v=_nmMWr0BBdk • Sesame Street- Usher’s ABC song http://www.youtube.com/watch?v=SWvBAQf7v8g • Sesame Street- Word of the day http://www.youtube.com/watch?v=8pwiyWgccc8
