Essay Sample on Promotion of Language, Speech, and Communication

Introduction

Early year practitioners are individuals who are tasked with the responsibility of nursing and taking care of kids of five years and below in nurseries. Traditionally, its practice was not viewed as a professional line of work until recently (Envy & Walters, 2013). At this point, there are various fundamental changes and developments indicated by kids. These changes are mediated and presided over by their caretakes, the practitioners. Such activities revolve around playing and interacting with one another in such settings, and peacefully.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Nurseries set up for such caregiving tend to be populated by large numbers of kids. Thus, their caregivers need to coordinate their activities as well as establishing a way through which they can coordinate with one another (Envy & Walters, 2013). This is where the aspect of communication arises. Naturally, communication does not only benefit them at the nurseries but also shape their life. As such, early year caregivers play the most fundamental role in ensuring efficient development of speech, communication, and mastery of language among children.

Speech

Speech is a multidimensional communication technique in which a human being vocally expresses and echoes their feelings and perceptions through the articulation of words. Speech becomes an instrumental tool for communication among individuals at the adult stage. However, it has strong roots in childhood life. Thus, whoever is taking care of a child plays a key role in developing practical speech skills in children. A typical example that best demonstrate this point is the attempt to babble words. Normally, when a kid is mature enough for speech, there are attempts to babble or mumble words among them. For instance, a kid would say, "dadadada or mamama." These are indicators that the child is ready to learn speech, and how to speak (Rose & Rogers).

It is this point that the caregiver, the early year practitioners, in this case, comes into fashion the babbling into meaningful words or names such as dad or mum. The struggle to mumble is a product of prevailing common words. This means that it has to be "dad" or "mum" (Rose & Rogers, 2012). It can be anything as long as they are the most common word around the child. The most significant responsibility of the caregiver is to restructure the babbles and mumbles so that meaningful words come out of them. A typical example through which this happens is when a child says, "me up" to mean that he or she desires to rise. Like in the case of dad and mum, the early year practitioner would restructure the sentence and get the kid repeated whatever ought to have been said by the kid so that she or he learns (Rose & Rogers, 2012). This pint stretches to cover scaffolding. Correcting a kid to pronounce the right word is a mechanism of improving speech parameters among children.

Scaffolding

Attempts to speak, among growing children, require a lot of help and support like any other growth aspect. With scaffolding, there should be enough help to assist the babbling child to pronounce words correctly and easily (Reutzel, 2013). Early year practitioners are the stakeholders when it comes to such issues. In one way, helping children with correct pronunciation is one thing. Another thing or issues that come along with this is the observation of the lip patterns. Through this, the caregiver efficiently predicts the exact word or words that the child is struggling to pronounce. The same strategy works in favor of the child. This happens when the caregiving individual demonstrates the correct pronunciation by stressing on the shape and pattern of the lip. Through this, the child learns how to position itself when particular pronunciation words as taught. The interesting part of scaffolding is that it engages the kid. Unlike cases that demand their compliance, engaging kids, especially ion learning activities, is way better because it boosts their learning. All these are under the umbrella of speech as it is function caregiving during the early years. Thus, it becomes undeniably conclusive that scaffolding is a method of promoting speech among toddlers.

Language

Language is a characteristic communication tool that defines what humanity is. It presents itself through writing or verbally. To some extent, it is arguable that linguistic is a substantial element of the environment, and this confers the point that humanity owns language (Nanun, 2013). The most interesting feature of language is that it can never, under parallel conditions, be part of any innovation (Hickey, 2010). This means that language remains to be what it is whatsoever. The secret erecting out of this is that the prevailing language will dominate over the group under such environments. For instance, if a kid, whose parents speak language Y ends up in a nursery where the practitioner engages them in language Q, the possibility of such a kid acquainting himself or herself to language Q is highly possible. To this end, it is true and undeniable that early year practitioners are significant in language development among children.

The basis of this, or instead, the reality of this matter is based on orientation. Normally, orienting a child towards a particular thing as a kid cements the subject in his or her memory. This explains why most things are taught when individuals are still young (Hickey, 2010). The early lessons and orientation create a link between early childhood and language. In cases where caregivers orient their subjects towards particular languages, they learn fast and adopt the name. The age bracket in which children are under the custody of early year practitioners is termed as illiteracy. At this point, many activities are going on about language. The most significant activities that shape a child's language skills is the creation of links between letters and sounds, reading, handwriting, thinking, writing as well as communication (Bradford, 2012).

This demonstrates that besides the acquisition of the initial language followed by the establishment of language development stages, there is also the aspect touching on the functions and roles of the first words uttered by children (Whitehead, 2010). Special developments characterize the manifestation of the first words and language. An excellent example is the aspect of social interaction and behavior. Normally, children, amongst themselves, cannot interact with the absence of a common language that is understandable by all of them. Thus, the acquisition of the first language facilitates social interaction between children themselves as well as between parents, caregivers and any other person with the kid. It is at this point that a child will start requesting for foodstuffs or toys from their parents. Language is a factor that spans the entire life of individuals. As such, caregivers should establish and understand the aspects of the languages studied at this point in life. This begins with the practitioner's knowledge of the language on the table and stretches to cover the uses of such languages in social setups (Whitehead, 2010).

Communication

Communication is the process through which information or messages are relayed from the sender to the target or audience through various forms such as written texts, audios or pictorial provisions (Finnegan, 2014). In an ideal communication case, the sender of the information must have had the message to relay. However, the most significant to keep in check is the clarity and quality of the communication. As with audio-based communication, the sound intended to convey the message must be clear enough to be heard properly. The same case applies to other subjects other than communication. For instance, images should be drawn,

In reflection to children in a nursery, communication is paramount, whether between the children themselves or with their caregiver. Either way, there have to be elaborate provisions for clarity and reliability. Normally, children would want to destroy such items out of curiosity.

Theoretical Perspective Concerning Speech, Communication, and Language

The development of language, speech, and communication among growing children is dependent on various factors. The most significant theoretical perspective that comes to light is the child's cognitive skills (Krasnegor et al., 2013). The importance of this feature is to facilitate the establishment and subsequently the maintenance of meaningful discourse throughout the learning process (Krasnegor et al., 2013). Whether speech, communication or language, the presence of good cognitive skills and abilities in children is paramount because the life of the child will depend on these features. Again, there is a great importance of facilitating the ability of early apprehension among children because it helps the study and apprehension of how infants perceive language as well as what they understand out of it.

Even though these perspectives count, maturation, continuity, and choice also matter (Weissborn et al., 2013). As with maturation, acquisition of speech, language, and communication is a gradual process and is revolutionized at every stage of life. This has strong links with the aspect of continuity in which the activity of restructuring of sentences and words to add meaning and weight and meaning to words babbled by a child are fundamental factors. However, all of the theoretical views depicts the children's ability to break down speech into phrases, words, and clauses through segmentation (Ambridge & Lieven, 2011). This happens because infants find it difficult to grasp and master the first language as they struggle to familiarize themselves with the meaning of the words spoken together with the body movements that accompany them. An excellent example of explaining this point is the movement of lips in the process of communicating (Weissborn et al., 2013). An infant would stare in dismay at the movements of the lips as she or he attempts to make meaning out of what is said.

Effect of Communication, Speech, and Language and on Contemporary Frameworks

The development of speech, language as well as communication skills among infants is a crucial phenomenon that affects various aspect of the child's life. One of the most significant aspects in the target is the contemporary frameworks, and this explains that the aspects or qualities of life dependent on speech, language and communication are largely commanded by their development (Singleton & Shulman, 2014). This is because they inform decisions made in these fields. The point is clear that if there are elaborate development of speech, language and communication skills, there is ease of identification of any underlying issues in the child.

A typical example is that this phenomenon will help in the identification of disorders, and hence quick intervention (Singleton & Shulman, 2014). Communication disorders are sometimes undetectable among children, and because through these mechanisms they become visible, there is the urge to embrace it, and even the consideration to make these aspects as therapy basement. This is an excellent way of illustrating the effect and importance of speech, language and communication development to the child's life. Life. Thus, it becomes conclusive that with these parameters, contemporary decisions and choices about the life of children are informed to help effective decision-making depending on the situation (Singleton & Shulman, 2014). One of the most significant parts of a child's life that are greatly affected by this phenomenon is the learning and development of children. Education will be channeled depending on the child's status speech, language and communication skills.

Merits of Holistic Learning in Speech, Language and Communication...