Child Communication Development - Report Example

ABSTRACT

Communication development is a crucial aspect in the growth and development of any human being. My plan is to evaluate and assess the roles played various factors and people in the development of a child’s communication and lingual competencies. The project involves comparing the interactions between children and their parents, peers, practitioners and other adults, and an evaluation of how they impact the child’s communication, lingual and presentational development (Clarke, 2009, 12). In this paper, various aspects and players are considered in the development of a child’s communication. Each of the categories listed above is evaluated in regards to its participation in the child’s development. Based on interaction and communication, I plan to assess the role played by individual players in the child’s life, and how they influence his or her development concerning linguistic, communication and presentational competencies. The paper is divided into sections, all aimed at assessing the roles and impacts of various people in the development of child's communication and lingual skills.

BACKGROUND

My setting involves children that speak diverse languages and is from diverse backgrounds. In the workshop, there are many posters that display English terms and other multiple languages. There is an African teacher who teaches children to play the Djembe drum, an African musical instrument. Children are involved in the act and participate (Siraj-Blatchford and Clarke 2003). Through the interaction of the students in the workshop, they will develop social skills.

At the age of three, children should have developed vital communication and interpersonal skills (Jones, 2004, 17). A situation, where a child has learned one language and wanted to learn another, is known as continuous learning. The pre-school room has many books that are written in various languages aimed at helping the children better their language comprehension. Another major activity is whereby children sit together in a table to in a painting session. They paint their faces using facial colours and cut smile faces. According to Clarke and Blatchford, some activities should be developed to better the understanding the differences based on racial differences (Siraj-Blatchford and Clarke 2003).

PROJECT PLAN

Communication development is a crucial aspect in the growth and development of any human being. My plan is to evaluate and assess the roles played various factors and people in the elaboration of a child's communication and lingual competencies. The project involves comparing the interactions between children and their parents, peers, practitioners and other adults, and an evaluation of how they impact the child’s communication, lingual and presentational development.

In this paper, various aspects and players are considered in the development of a child’s communication. Each of the categories listed above is evaluated in regards to its participation in the child’s development. Based on interaction and communication, I plan to assess the role played by individual players in the child’s life, and how they influence his or her development concerning linguistic, communication and presentational competencies.

As depicted, the workshop involves children from diverse cultural and lingual backgrounds. The practitioner, therefore, has the role of assessing the children’s development in regards to communication. Any challenges depicted by a child are solved by the practitioner, who uses his or her knowledge to enable the child to catch up with the rest of the class. It will help ensure that all the children develop at an almost similar rate, and ensure that none is derailed in regards to learning languages and other forms of communication.

SUPPORT FORMS

Language plays a significant role in a child’s life especially in early years, the language that they speak at home or even if it is English they will learn to use it in an appropriate way from the community they will be living in (Kuhn et al., 2014, 19). Children need a supportive shield for them to develop the language they already know, such as the support can come from family, staff or communal friends (Harris, 2013, 12). Research shows that children at the age of 12 months can use language in a complex way they develop such skills at the age of 12 months (Rowland & Noble, 2010).

When talking to babies and young children, it is vital that they see how you are talking. For example, if a child spends most of their time at a playgroup or pre-school then when a staff member is talking to a toddler they should be visible so that child can visualize their lip movement. Children ages two to three years old they enjoy reading stories with pictures and bright colours this will help them learn English in a more efficient way. To develop children home language families and relatives can help by speaking the home language more often around them (Clegg et al., 2015, 17). Children aged three to four years should be able to use language effectively. For example, communication does not happen alone it always two-way process it when talking you always take turns to speak supporting my statement when Siraj-Blatchford and Clarke (2000) suggested that when adults talk with children they should provide opportunities for children to speak to them (Siraj-Blatchford, 2006).

There are some factors that pose challenges and dilemmas to the child’s understanding of a new language. These factors include positive relationships, environments (enabling or not) child uniqueness in regards to understanding. Children learning English as an Additional Language (EAL) undergo greatest challenges during the learning process, making it important that they are taken seriously (Santa Maria et al., 2014, 291). Most of these children fail to catch up, making them lose out majorly in education. Bilingualism is a valuable asset, and the language acquired first plays a significant role in enabling the child to acquire other languages. Home languages enable the child to familiarize him or her (self) with new languages, using the mother tongue as a reference and comparison. It thus makes it vital for parents and language tutors to indulge deeper in enabling the child to acquire new languages (Jasinska, Langdon, & Petitto, 2013, 19).

There are many ways in which children can be supported actually to enable them to acquire their first language, and at the same time learn English as an Additional Language. Imagery makes up a large part of a child’s understanding (Keijsers & Poulin, 2013, 2301). A child can better understand his or her first language through learning the names of various objects as illustrated by images, with the native language and English names. It will enable the child to gather an understanding of both languages easily and fast, as they are progressively taking in both languages (Leonard, 2014, 16). Use of artefacts and other forms of illustration, too, enable the child to better his or her understanding of the new language (Bishop, 2014, 19).

It is vital that the mother tongue is used to enable the child to comprehend English as a second language. The first language enables the child to gather an understanding of objects and names of places, which are translated into English, enabling him or she understands the second language. Therefore, it is crucial that the home language remains intact and is furthered, as it forms a good reference for the child, easing comprehension of another language.

Another kind of support that plays a long way towards the betterment of the child's comprehension of their first language is a positive response towards the child's non-verbal communication (McLaughlin, 2013, 15). When a child is learning the first language, any verbal or non-verbal communication that they make should be positively received as it helps boost their confidence, fastening their comprehension. If a child receives negative feedback such as being laughed at, he or she feels shy, which results in a slowdown in their comprehension or even worse, failure to comprehend (Lightbown & Spada, 2013, 218). Family members and other relatives should appreciate the child’s efforts whether good or bad, as it enables the child progress forward with understanding the language. An encouraging response goes a long way in bettering the understanding of the child concerning the first language, as well as a comprehension of English as an additional language (Tabors & Patton, 2014, 371).

IMPACTS ON DEVELOPMENT

Family and Adults

Relatives, especially the nuclear family, play a vital role in the linguistic competence of young children. During development, children perceive sounds from the people closest to them often. A parent (or any other adult for that matter) who communicates with the child boosts his or her comprehension of the language. After birth, the child is always learning from the new environment that he or she is in (Fillmore, Kempler, & Wang, 2014, 58). Adults, therefore, play the crucial role of educating the child. They teach the child how to pronounce words and to produce different sounds, a phenomenon that proves difficult to most children (Kohnert, 2013, 89).

Parental-child communication is vital for the development of the child’s linguistic competence. The mother, precisely, is a major reference for the child’s communication, and research proves that much of the child’s voice and articulates match that of their mother, owing to the intensified interaction between the two. The child learns the words from his or her mother, as it is she who they share most of their time together (Tomasello, 2014, 101). However, in other cases, the child is mostly under the care of another adult. The adult who mostly interacts with the baby becomes the reference for the child’s communication, pronunciation and articulation. He or she plays the major role in enabling the child to develop communication and linguistic competence.

Another major impact of adults on the linguistic, representational and communication competencies of the child is motivation and encouragement. Adults should motivate the child as he or she learns the new language to enable them boost their confidence and become better speakers of the language. Children mostly reach out through facial expressions, babbling and gestures. Through paying attention to these forms of communication, a parent can comprehend the messages being sent by the child and is thus able to react. It helps the child gain confidence and feels that he or she can communicate with the person. The adult becomes the source of all communication, illustrational and linguistic knowledge for the child (Downing & Valtin, 2012, 56).

Practitioners

The practitioner plays a significant role in the communication and linguistic developments of the child. Practitioners have an early impact on the child's life, and thus, play a major role in enhancing the child's communication and lingual development. Through working with both the parent and the child, practitioners develop strategies to better the child’s understanding of lingual and communication knowledge (McLaughlin, 2013, 215). The practitioner helps the parents understand their participation in the betterment of the child’s lingual development, making them key players. The professional's role in a child’s lingual development is inevitable, as he or she understands the developmental stages and is aware of a child’s communication (Lightbown & Spada, 2013, 112).

In the setting, the practitioners will have a fundamental role in keeping track of the children's development status. The practitioners are aware of growth stages, and expected levels of communication in given stages, making them crucial players in the process. The practitioners will be in charge of checking up the children’s status regularly, and help any child that remains behind in developing their communication skills (Lantolf, Thorne, & Poehner, 2015, 67).

Any problems experienced by children in regards to communication, linguistic and representational challenges are solved by the practitioner. A practitioner understands all the challenges that a child may face in regards to communication, and is thus the best solution to them (Spodek & Saracho, 2014, 78). He or she, therefore, is a key player in the child’s development in regards to communication and linguistic competence (Fairclough, 2014, 76). The practitioner helps the child develop his or her linguistic competencies. He or she is also responsible for explaining any difficult communication by the child, owing to the vast knowledge they have in regards to child growth and development.

Peers

Peers play a vital function in the development of communication, representational and linguistic competencies of the child (Goodman, 2014, 125). The child spends most of his or her time with other children, resulting in communication. Children can communicate with each other through the three forms, making them vital to the development of each other. Social development is majorly impacted by fellow peers, who help the child build his or her confidence (Genishi & Dyson, 2015, 312). Their levels of understanding are at par, which results in a mutual benefit in regards to communicational development.

In the setting, the children will read books together and play together, and this will enhance their development, fastening their development of communication skills. Posters and other imagery will play a significant part in the betterment of their understanding. Through talking to each other, the children will develop their linguistic competencies, enabling them to learn from each other (Rumbaugh, 2014, 21). Constant interaction in playful activities will enable the children in the workshop better their communication capabilities, maximizing their comprehension ability.

Through constant interaction, peers benefit each other varyingly. Parents have different approaches in teaching their children communication skills, and thus, their interaction enables them to share their learning. As the children play together, they can grow and develop major areas. The resultant benefit is about physical development, reasoning, understanding the world, and the development of creativity (Benson, 2013, 212). Peers recognize each other and feel closer to each other owing to their age and ease of interaction. They play together, making their communication significant in the development of personal linguistic, communication and presentational competencies. Peers, therefore, are key players in the development of the child’s communication skills, making it a necessity in regards to exposure, for utmost child growth and fastened development (Goldin-Meadow & Alibali, 2013, 91).

EVALUATION OF PLANNED PRACTICE

The plan is effective and successful, as it achieves the set objective. As depicted, different players have varied impacts on the development of communication, linguistic and presentational competencies of the child. Peers have a significant impact on the development of the child, as they take up a large amount of time together, thus creating a mutual benefit. Parents and other adults also have a sound impact on the child’s communication, presentational and lingual competencies as depicted. The parental figure becomes a reference for the child, and he or she learns from them, owing to their trust on the parent and other adults. The practitioners play a vital role in the development and learning process, as they can depict hindrances and challenges faced by the child during the process. They are responsible for ensuring that the child is developing as expected, and remedy any challenges faced by the child.

At the end of the process, I have achieved my aim as planned for the project. I have assessed and evaluated the impacts of various factors and people on the development of communication, presentation and linguistic competencies in a child. I have also developed and identified different forms of support that help the child in understanding his or her first language, whilst still learning English as an additional language. The project presents a detailed report as indicated in the plan, and as per the project’s expected outcomes.

CONCLUSION

Conclusively, it is evident that the comprehension of a language involves many factors, both environmental and situational. Language plays a vital role in communication and is the most widely used form. Child development in regards to lingual, presentational and communication competencies is crucial in the growth of the child. Children that are not properly taught their languages have a hard time communicating, resulting in social problems. It is thus important to pay attention to the development of a child as it plays a great future role in the child’s growth. A child that receives the required communication learning benefits majorly, and can lead a healthy life. Parents, peers, practitioners and other adults in the child’s life play a major role in enhancing communication and lingual skills in the child. They all play a unique function, enabling the child to acquire the vital and necessary skills, which he or she applies in their life. Children require various forms of support for their development, precisely in regards to communication, linguistic and presentational competencies.