Childcare

Identify the communication development needs of children

In order to develop language, speech and communication, the children need proper carers who can interact with the children and help them to improve their communication through speaking and responding.

a -Birth to 2 years:

From the earlier stage, the adults and the carers should try to interact with the children by saying and facial expression which is helpful for the children to communicate with the adults. the babies need to be stimulated and they have an interest to interact with the adults around them (Lamsal, Dutton and Zwicker, 2018). The adults try to interact with the children aged from o to 2 years through various forms of interactions such as voices, songs, rhymes and facial expression which helps the children to communicate with the adults.

b -2 to 5 years:

As long as the children are growing, they have the interest to interact with others through open conversation where the adults also show their interest for improving communication of the child. the children are able to look the books and try to learn the speech and language from the adults and the carers who are the mentor for the children to improve their speech, language and communication. The children try to show interest for different objects and they try to write through using pencils and read the books which are beneficial for them to improve their communication.

c -5 up to 8 years:

The children at this stage try to share their feelings with the adults and the carers and they try to listen the adults actively and they have the interest to respond and discuss about their activities. This is the way through which the adults and the children interact with each other which in turn helps in improving the speech, language and the communication of the children (Ninio, 2018).

Changing level of parenting:

Due to today’s busy life schedule, most of the children have to face the changing level of parenting. During eth start of their academic journey, the professional practitioners and educators who become the primary guardian of children care children. Children make strong emotional as well as mental relationships with the. After attaining eth high school level biological parent take the responsibility of study and personality development. Sometimes children at their early age are highly fond of their grand parent who read different stories in front of children. With the growing age, children have to be dependent on their parent for their physical, educational and emotional needs. Therefore, this changing level of parenting and guardianship pose severe impact on the emotion and feelings of eth children.

Explain early intervention criteria

The adults and the social carers try to diagnose the speech and communication as well as language development of the children in order to support them for improving their communication in near future. After diagnosis, the specialist and the adults try to collaborate with the children and help them to interact so that the speech and language of the children can be improved. proper guidance, standard support and interactive communication skill are helpful for the children to develop speech and language (Trevarthen, 2017).

Explain how multi-agency teams work together to support speech, language and communication

The multi-agency team work is necessary for the children who needs speech, language and communication development where the team members try to recognise the requirements of the children and help them to improve their speech and language so that they can interact with others successfully. The professionals are involved in child communication development and they try to work as a team and interact with the children for understanding their language and communication needs. The team members try to share information and give advice to the educational staff members and the parent of the children to encourage communication among the children. Thus, it is a partnership working practice where the professionals, educational staff and the parents are involved to improve the speech, language and communication of the children.

Explain systematic synthetic phonics associated with reading

Synthetic phonics is the process of teaching the link between the letters and the sounds and it is crucial for the children to learn how to pronounce the letters. this is effective for improving the speech and communicative patter of the children where they try to pronounce the letters appropriately (Waisbord, 2018). The sounds to pronounce the letters further helps to improve the spoken power of the children through which the children gradually become more fluent reader. Hereby, the synthetic phonics is associated with the reading of the letters where the children can improve their pronunciation and spoken power further.

Evaluate strategies for developing early literacy and mathematics

The strategies of learning and reading as well as writing continuously are effective for improving the listening and speaking power of the children where the children can develop their learning abilities through reading and writing (Freud, 2018). Developing the literacy is therefore dependent on the writing and learning abilities of the children. speaking and listening as well as reading ad writing are important to expose the children and encourage them for successful literacy and mathematics development.

Explain how play and activities support speech, language and communication development

Playing and other activities at home and school are important to enhance the reading and writing abilities of the children and the adults and the carers play crucial role in improving involvement with the children which are effective for learning development (Roshanfekr et al., 2017). Body language and facial expression as well as communication during playing are also beneficial for the children to teach how to express and how to communicate with others. gesture to express, pointing to the objects as well as games, pictures songs and rhymes are also important for the children to improve their speech and language (Camaioni, 2017).

Understand how transitions and significant events affect children's lives

Analyse the potential effect that transitions, and significant events have on children

There are many events that raises the chance of transition in the lives of the children such as moving to school, family breakdown, moving to day care centre, birth of siblings, loss of significant people and living outside of the home and these situations have significant impacts on the children where the children fail to understand the changes int heir lives. This may arise fri8stration, anxiety and depression among the children which further have serious impacts on the up-bringing of the children as well as living standard of them. Emotional outbursts, anxiety and loss of interest in other things in lives are also some of the crucial impacts among the lives of the children which are the results of the transition phase (Ansell, 2016).

Explain how to prepare and support children through transitions and significant events in their lives

It is the responsibility of the adults and the carers to support the children during the transition phase where open communication and discussion with the children are important through which the adults can support the children and prepare them to cope up with the unstable situation during transition. Encouraging questions and stable relationship between the children and the parents are also another way to support the children during transition. involvement and quality time spend with the children are also beneficial for the parents where they can handle the children and help them to cope up with the transition phase (Saxton, 2017).

Explain the effect on children of having stable relationships during periods of transition

During the period of transition, stable relationship is important for the young children that helps to bring consistency and reassurance among the children where the children may feel safe during the transition (Bishop, 2014). The children will feel less anxious about what is happening during the transition and in the situation of transmission, the stable relationship is helpful where the children may feel secured. The children are less likely to feel anxious and they are able to cope up with the unstable and unexpected transition in their lives of there is stable relationship.

Conclusion

Communication is one of the crucial parts under Child development, where the adults and the carers plays important role in developing speech, language and communication of the children through playing, learning, reading and writing as well as body language and facial expression which helps the children to express their feelings and communication with others appropriately.

Reference List

• Ansell, N., 2016. Children, youth and development. London: Routledge.
• Bishop, D.V., 2014. Uncommon Understanding (Classic Edition): Development and disorders of language comprehension in children. London: Psychology Press.
• Camaioni, L., 2017. The development of intentional communication: A re-analysis. In New perspectives in early communicative development (pp. 82-96). London: Routledge.
• Freud, A., 2018. Normality and pathology in childhood: Assessments of development. London: Routledge.
• Lamsal, R., Dutton, D.J. and Zwicker, J.D., 2018. Using the ages and stages questionnaire in the general population as a measure for identifying children not at risk of a neurodevelopmental disorder. BMC pediatrics, 18(1), p.122.
• Ninio, A., 2018. Pragmatic development. London: Routledge.
• Roshanfekr, P., Gharibzadeh, S., Mohammadinia, L., Sajedi, F., Habibi, E. and Malekafzali, H., 2017. Involving mothers in child development assessment in a community-based participatory study using ages and stages questionnaires. International journal of preventive medicine, 8.
• Saxton, M., 2017. Child language: Acquisition and development. London: Sage.
• Trevarthen, C., 2017. The function of emotions in early infant communication and development. In New perspectives in early communicative development (pp. 48-81). London: Routledge.
• Waisbord, S., 2018. Family tree of theories, methodologies, and strategies in development communication. Handbook of Communication for Development and Social Change, pp.1-40.