Support Children Speech, Language And Communication

Unit 68 – Support children speech, language and communication 1.1 Explain each of the terms; a) Speech b) language c) communication d) speech , language and communication needs . For this assignment I will be explaining the terms; speech, language, communication – speech, language and communication needs. For the second part I will go into details explaining how the above mentioned terms support children’s and young people’s development and will also describe the potential impacts . I will be using examples in my work and will also add how adults can effectively support and extend children language, speech and communication needs. Speech is defined by the sounds that children and young people use to increase their words. It means speaking confidently without undetermined, delaying or recapping words or sounds. To support meaning it’s important to: speak confidently with expression and a clear voice, using pitch, volume and intonation. Language is defined by having words to outline matters, movements and qualities or using these words to build up sentences. This means using sentences to build up talks and stories and finally succeeding the guidelines of grammar, so that things make logic. Communication means consuming language in dissimilar methods; to query, simplify, define and discuss, using non-verbal rules of communication: listening, looking, and knowing how to take spoken goes and how to change language to ensemble the circumstances. A child or youngShow MoreRelatedHow Can An Early Years Setting Support The Needs Of Children With Speech Language And Communication Needs1116 Words   |  5 PagesHow can an Early Years Setting Support the Needs of Children with Speech Language and Communication Needs Introduction This assignment aims to explore Special Educational Needs (SEN) in the Early Years Foundation Stage (EYFS) with a focus on Speech, Language and communication needs (SLCN). This will be researched by having a brief look at the History of SEN including Legislation and the Warnock Report 1978 and the 1981 Education Act as according to the House of Commons Education and Skills CommitteeRead MoreChildren’s Speech, Language, and Communication1750 Words   |  7 PagesSupport children’s speech, language and communication Explanation of speech, language, communication and speech, language and communication needs 1.1 Children and adults use speech, language and communication to interact with others, to help them explore the environment, to make sense of everyday experiences, access information and understand concepts, as well as organise thoughts and formulate ideas and to help them express their own feelings and to understand the feelings of others (ChildrenRead MoreThe Importance of Speech, Language, and Communication1007 Words   |  5 Pagesthe importance of speech, language and communication for children’s overall development. 1.1 Explain each of the terms: 1.1a Speech The word speech when used in relation to children and young people’s development literally means the act of speaking, verbal communication, or to express thoughts, feelings, or ideas. 1.1b Language The term language refers to an understood, systematic arrangement of signs, symbols and gestures used to communicate. 1.1c Communication To communicateRead MoreEymp 5 Support Children’s Speech, Language and Communication.1278 Words   |  6 PagesEYMP 5 Support children’s speech, language and communication. 1.1) Explain each of the terms: †¢ Speech – The act of speaking, verbal communication. The act of expressing or describing thoughts, feelings or ideas by articulate sounds or words. †¢ Language – Method of communication either spoken or written, consisting of the use of words in a structured or conventional way. A recognised structured system of gestures, signs and symbols used to communicate. Body of words and the systems for theirRead MoreExplain Some Ways in Which Environment Can Be Structured to Facilitate Communication in Children/ Young People with Slcn1631 Words   |  7 Pagesways in which environment can be structured to facilitate communication in children/ young people with SLCN Introduction. Speech, language and communication play a vital role in our lives. Without being able to talk to, and understand other people we can’t do things alike: Almost everything we do involves speech, language and or communication Children develop communication skills from birth. They rely on speech, language and communication to be able to learn at school and play with their friendsRead MoreHow Makaton Is Used By Children And Adults With Children With Disabilities1593 Words   |  7 Pages â€Å"Makaton is a signing system devised by a speech therapist in the 1970s to help adults with severe learning difficulties to communicate. It is a basic means of communication and encourages language development in children and adults with communication difficulties† (Mukherji et al, 2000, Pg. 94). The Makaton vocabulary was designed in 1972 by Marget Walker, she came up with the idea of Makaton through responding and working towards to needs of deaf adults with severe difficulties. Grove et al (1990)Read MoreLanguage and Communication Needs1105 Words   |  5 PagesYou are one of the support workers for a ten year old child who has learning disabilities and needs support at school. The child has language and communication needs. Describe the methods and strategies you might use to enable him to communicate with you. How to use specific methods of communication? Some children need particular help in order to communicate and interact. Speech alone may be difficult for them and they may require special methods of communication. There are several of theseRead MoreDevelopment of Children and Young People791 Words   |  3 PagesDevelopment of Children and Young People: The development of children and young people is significantly affected by speech, language, and communication needs. These needs have a profound and long-term impact that varies depending on the severity of the problem, the kind of support the child receives, the confidence of the person, and the demands of his/her environment. Actually, children and young children with speech, language, and communication needs are at risk of constant communication problems thatRead MoreThe School Age Population Is Classified As Having A Speech Language Disability1583 Words   |  7 PagesDefine Communication Disorders (S/L). What percent of the school age population is classified as having a speech-language disability? ___19%____ Individuals with Disabilities Education Act (IDEA) defines a speech or language impairment as a â€Å"communication disorder such as stuttering, impaired articulation, oral motor disorders, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.† A speech impairment involves a person s physical ability to correctlyRead MoreSupporting Childrens Speech, Language, and Communication1860 Words   |  7 Pagescan and the ways you can support children’s speech, language and communication. I will also be including how we as practitioners/carers can have positive effects on a child’s SLC by giving them the support they need individually, I will be describing the impacts on a child’s speech, language and communication difficulties in the short term and long term on their overall development. 1.1 Speech means vocally expressing your thoughts and feelings out loud, â€Å"verbal communication; the act of speaking, the

Women Empowerment Depicted in Maxine Hong Kingston’s...

As newer generations take on the responsibility of passing down their people’s history and culture, ancestral costumes are maintained but altered to suit current social standards. Through Maxine Hong Kingston’s autobiography The Woman Warrior, a memoir of myths and her mother’s narratives, the author is given a sense of empowerment as she discovers her own identity and, thus, her place in the world. Growing up, Kingston struggled with her dual heritage, not knowing whether to follow her family’s Chinese customs or live up to American society’s cultural and social norms. As a Chinese American, Kingston adapted the principles of these two distinct cultures to suit her own lifestyle, this led to her dual oppression by both American and†¦show more content†¦I would have to grow up to be a warrior woman† (Kingston 20) Brave Orchid discreetly introduced her daughters to victorious female characters, allowing them to find an inspiration f or their future. Although Brave Orchid constantly spoke of the need for submissiveness, she contradicted it by becoming a prestigious female Chinese doctor. Upon migrating to the U.S., Brave Orchid retired from her practice but she continued to value education; she showed her medical diploma on rare occasions to maintain its value. As Kingston recalls, â€Å"Once in a long while, four times so far for me, my mother brings out the metal tube that holds her medical diploma† (Kingston 57). Although Brave Orchid did not continue her practice in the U.S, she values her diploma because it is her way of stating her independence and intelligence. Unconsciously, Brave Orchid aided Kingston in the process of discovering her voice and independence and this led to Kingston’s desire to become a scholar. By confronting her mother, Kingston discovers a voice that had been yearning to project all of its desires and aspirations for the future. Kingston says â€Å"I’m smart. I can do all kinds of things. I can get A’s, and they say I can be a scientist or a mathematician if I want. I can make a living and take care of myself.† (Kingston 201). By discovering her voice and confronting her mother,

Hamlet

Hamlet- Inner Turmoil Essay Inner Turmoil Within the play Hamlet there exists many puns and phrases which have a double meaning. Little ploys on words which tend to add a bit of entertainment to the dialogue of the play. These forked tongue phrases are used by Shakespeare to cast an insight to the characters in the playto give them more depth and substance. However, most importantly these phrases cause the reader or audience to think. They are able to show a double meaning that not all people would pick up on, which is the purpose of the comments. Little is known about Shakespeares life, other than he was a great playwright whose works serve to meld literary casts for ages to come. This was his occupation, he wrote and directed plays to be performed. This was his sole form of income that we know of, it was his way of putting the bread on the table. If people did not like what Shakespeare wrote, then he would not earn any money. If the people didnt like what they saw, he became the starving artist. Shakespeare wrote these dialogues in such a manner as to entertain both the Nobility, as well as the peasants. The Shakespearean theater is a physical manifestation of how Shakespeare catered to more than one social class in his theatrical productions. These Shakespearean theaters has a unique construction, which had specific seats for the wealthy, and likewise, a designated separate standing section for the peasants. This definite separation of the classes is also evident in Shakespeares writing, in as such that the nobility of the productions speak in poetic iambic pentameter, where as the peasants speak in ordinary prose. Perhaps Shakespeare incorporated these double meanings to the lines of his characters with the intent that only a select amount of his audience were meant to hear it in either its double meaning, or its true meaning. However, even when the tragic hero Hamlets wordplay is intentional,it is not always clear as to what purpose he uses it. To confuse or to clarify? Or to control his own uncensored thoughts? The energy and turmoil of his mind brings words thronging into speech , stretching, over-turning and contorting their implications. Sometimes Hamlet has to struggle to use the simplest words repeatedly, as he tries to force meaning to flow in a single channel. To Ophelia, after he has encountered her in her loneliness, reading on a book, he repeats five times Get thee to a nunnery, varying the phrase very little, simply reiterating what was already said by changing get to go. This well known quote, to this day cannot be deciphered in its entirety, for nunnery is a place where nuns live, yet it is also a brothel. Hamlet seems to knowingly cast a shade of confusion into the minds of the audienceor is it in fact clarity within confusion. That is, the audience is able to better understand the thoughts and inner struggle of Hamlet via these conflicting terms. After Hamlet has visited his mother all alone in her closet and killed Polonius, after she has begged him to speak no more, and after his fathers ghost has reappeared, Hamlet repeats Good night five t imes, with still fewer changes in the phrase than Get thee to a nunnery and those among accompanying words only. So Hamlet seems to be struggling to contain his thoughts even by use of these simple words, rather than enforcing a single and simple message as a first reading of the text might suggest; and the words come to bear deeper, more ironic or more blatant meanings. It is from these phrases which even manage to confuse the complex mind of Hamlet that we begin to get a glimpse into the intentions of Hamlets mind, and seeing just exactly the way he ticks. .u66757d963081f1065a76a473635a8088 , .u66757d963081f1065a76a473635a8088 .postImageUrl , .u66757d963081f1065a76a473635a8088 .centered-text-area { min-height: 80px; position: relative; } .u66757d963081f1065a76a473635a8088 , .u66757d963081f1065a76a473635a8088:hover , .u66757d963081f1065a76a473635a8088:visited , .u66757d963081f1065a76a473635a8088:active { border:0!important; } .u66757d963081f1065a76a473635a8088 .clearfix:after { content: ""; display: table; clear: both; } .u66757d963081f1065a76a473635a8088 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u66757d963081f1065a76a473635a8088:active , .u66757d963081f1065a76a473635a8088:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u66757d963081f1065a76a473635a8088 .centered-text-area { width: 100%; position: relative ; } .u66757d963081f1065a76a473635a8088 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u66757d963081f1065a76a473635a8088 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u66757d963081f1065a76a473635a8088 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u66757d963081f1065a76a473635a8088:hover .ctaButton { background-color: #34495E!important; } .u66757d963081f1065a76a473635a8088 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u66757d963081f1065a76a473635a8088 .u66757d963081f1065a76a473635a8088-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u66757d963081f1065a76a473635a8088:after { content: ""; display: block; clear: both; } READ: Tennessee EssayMuch of the dramatic action of this tragedy is within the head of Hamlet, and wordplay represents the amazing, contradictory, unsettled, mocking nature of that mind, as it is torn by disappointment and positive love, as Hamlet seeks both acceptance and punishment, action and stillness, and wishes for consummation and annihilation within a world he perceives to be against him. He can be abruptly silent or vicious; he is capable of wild laughter and tears, and also playing polite and sane. The narrative is a kind of mystery and chase, so that, underneath the various guises of his wordplay, we are made keenly aware of his inner dissatisfaction, and come to expe ct some resolution at the end of the tragedy, some unambiguous giving out which will report Hamlet and his cause aright to the unsatisfied among the reader / audience . Hamlet himself is aware of this expectation as the end approaches, and this still further whets our anticipation for what is to become. A commonly recurring theme throughout the play is that of honesty. It is introduced in the beginning of the play and as the play continues, its use becomes more and more common, as well as more and more ironic. This theme within the play itself is ironic, for as Marcellus said Something is rotten in the state of Denmark and this corruption we see so exhibited in the play is far from honest. When Hamlet applies the word honest to the main characters of the play, his use of becomes undeniably ironic, and much of the dark humor of the play derives from Hamlets wordplay. Polonius marks that though Hamlets insults seem to make no sense, yet there is method in t. In Act II, it is Polonius that is the first target of Hamlets irony of the use of honest. Hamlet calls him first a fishmonger which itself has many meanings, including the implication that Ophelia is a whore and Polonius is her pimp. And of course, Polonius has employed his daughter in his plot to discover the depth of Hamlets madness. When Polonius says he is not a fishmonger, Hamlet replies Then I would you were so honest a man. In other words, he wishes Polonius was as honest as a simple fish seller, or even more insulting, as honest as the pimp Hamlet insinuated he was. In this scene, Hamlet also uses this ironic meaning of honesty against Rosencrantz and Guildenstern when he tells them I will not sort you with the rest of my servants, for, to speak to you like an honest man, I am most dreadfully attended. He seems to mean that he cannot speak to them with honesty, because they themselves are dishonest in their intents. Honesty resonates as a theme in Hamlet because nothing is as it seems in Denmark. The King deceives the world and pretends a legitimacy he does not have; Hamlet deceives the court by feigning madness; Polonius, Rosencrantz and Guildenstern all try to deceive Hamlet into revealing why he is distraught, and no one knows what is truth and what is a lie. The world has not grown honest, as Rosencrantz claims, but dishonest, and no one who lives in it can keep his honesty pure from the corrupting air. Hamlet seems to be the character who uses the majority of such puns and phrases in the play. These phrases which have double meaning could represent the inner turmoil which seems to be tearing Hamlet apart. By seeing a definite double meaning to many phrases in the play, we are able to easily see that all is not as it should be. Hamlets personality is thrown into chaos. He is in mourning the death of his father, and then his mother marries his uncle. He is enraged at her, and on top of all of this he sees the ghost of his father commanding him to avenge his wrongful murder. Yet, amongst all this turmoil, I believe that Hamlet was only playing the part of being crazy. He speaks in riddles and plays on words in order to create a certain suspicion about his sanity. This abnormal activity gives him the ability to sneak a few insults by without having to directly confront his enemies. It seems to be quite a bit worse if the person who was insulted isnt exactly sure whether or not they wer e just insulted. Hamlet is able to interject these insults without even the other character noticing, which is the art of insultIt is this unpredictability of action, this sporadic bouts of insanity and sanity, the inner turmoil brewing within Hamlet which keeps the audiences interest. Nobody is really sure whether or not Hamlet was insane. Many have theories and beliefs, but Shakespeare never came out and said he definitely is or definitely is not sane he only hints. There are valid arguments on either side, for Hamlet Himself said I am mad but north-northwest ; that is he is only mad about one thing in particular. .udae126b985b7841c919f76a0f701d758 , .udae126b985b7841c919f76a0f701d758 .postImageUrl , .udae126b985b7841c919f76a0f701d758 .centered-text-area { min-height: 80px; position: relative; } .udae126b985b7841c919f76a0f701d758 , .udae126b985b7841c919f76a0f701d758:hover , .udae126b985b7841c919f76a0f701d758:visited , .udae126b985b7841c919f76a0f701d758:active { border:0!important; } .udae126b985b7841c919f76a0f701d758 .clearfix:after { content: ""; display: table; clear: both; } .udae126b985b7841c919f76a0f701d758 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udae126b985b7841c919f76a0f701d758:active , .udae126b985b7841c919f76a0f701d758:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udae126b985b7841c919f76a0f701d758 .centered-text-area { width: 100%; position: relative ; } .udae126b985b7841c919f76a0f701d758 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udae126b985b7841c919f76a0f701d758 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udae126b985b7841c919f76a0f701d758 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udae126b985b7841c919f76a0f701d758:hover .ctaButton { background-color: #34495E!important; } .udae126b985b7841c919f76a0f701d758 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udae126b985b7841c919f76a0f701d758 .udae126b985b7841c919f76a0f701d758-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udae126b985b7841c919f76a0f701d758:after { content: ""; display: block; clear: both; } READ: Microsoft Essay SummaryThe wordplay in Hamlet is a representation of the complexity of the minds of the characters that Shakespeare created. It is a depiction of the inner turmoil within a character struggling with sanity. However, more importantly it is necessary to keep in mind that Shakespeare was a playwright and that the play on words did one thing in particular, which is why Shakespeare lived to write so many playsHamlet, because of its wording is entertainingand that made all the differenceCategory: Shakespeare

Who Is Blame for Romeo and Juliets Death free essay sample

In the other hand, Romeo’s immature, impulsive and Friar Lawrence’s cowardice are all generate Juliet’s tragedy. Juliet’s father, Lord Capulet is blame for Juliet’s suicide. In addition, Lord Capulet promises Paris that Juliet will marry to him without asked Juliet’s opinion. He also decides â€Å"Thursday† will be the wedding day for Juliet, and â€Å"tell (Juliet), she will marry to (Paris). † As Juliet’s father, it is Capulet’s responsibility to assists Juliet when Juliet makes important decisions such as get marry, but he should not makes decision for her. Lord Capulet considers that marry will help Juliet out from Tablet’s death, however, Lord Capulet’s foolish idea result in Juliet’s death eventually. After that, Lord Capulet does not listen for Juliet’s explanation of her opinion about marries to Paris. He scolds to Juliet, â€Å"speak not, reply not, do not answer me† (). At this time, Juliet tries to delays the wedding for more time to formulate a plan, which helps her solves all the problems. We will write a custom essay sample on Who Is Blame for Romeo and Juliets Death or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If Lord Capulet has enough patients to hear the voice from his daughter, he will understand Juliet’s feeling for Romeo. Unfortunately, his impatient and irritable temperament forces Juliet ask Friar Lawrence for help, which ultimately generate the tragedy of Juliet. Next, the hatred between Lord Capulet and Lord Montague directly lead to Juliet’s death. The issues between two families is mentioned at the beginning of the play, â€Å"Two households, both alike in dignity, in fair Verona where we lay our scene, from ancient grudge break, to new mutiny, where civil hands make civil hands unclean, from forth the fatal loins of these two foes†(Prologue). If two families do not have that enmity for each other, they will not have any hesitation with the marriage between Romeo and Juliet. Lord Capulet is so self-esteem that he can’t seeks for peace between two families. The arguments of the two families have prevent the love between Romeo and Juliet and finally result in â€Å"star-cross’d lovers† death. Lord Capulet, as Juliet’s father, directly lead to Juliet’s death, furthermore, Juliet’s lover, Romeo, also generates Juliet’s suicide because of his immature and impulsive. For example, Romeo goes back to Verona immediately when he hears Juliet is dead. He decides, â€Å"hire those horses, (he) ‘ll be with (Juliet) straight. †(). When Romeo gets the news of Juliet death, he should stay in Mantua until more information because it will not benefit him if he goes back to Verona. As a person who has been banished, it is illegal to leaves the Mantua. If Romeo maintains calm and waits for a short time, the letter from Friar Lawrence may delivers to him and tells him the truth of the whole thing, which will change the whole play. Similarly, Romeo kills himself by a bottle of poison. He utter, â€Å"O true apothecary! Thy drugs are quick. Thus with a kiss I die† (). The quotation shows Romeo is immature because he kills himself for Juliet without knows the reason of Juliet’s fake death. He is also impetuous because he goes straight to open the monument rather than ask Friar Lawrence more details about Juliet. If Romeo stays sober and find out why Juliet laying in the monument, Juliet will not commit suicide after she wakes up and sees her lover die beside her. Beside Lord Capulet and Romeo, Friar Lawrence is also directly responsible for Juliet’s death. He makes not only one, but three major mistakes that all results in death of Juliet. To begin with he gives a potion to Juliet. At this time, Friar Lawrence is the only person that Juliet will fully trust, however, Friar Lawrence shows his irresponsibility by saying, â€Å"If†¦thou hast the strength of will to slay thyself†¦take thou this vial† (). In this circumstance, Friar’s plan is very risky for unstable Juliet. He decides to take risk rather than thinks for a better plan. Juliet’s fake death does fools all the people, however, Juliet will never lie on the monument if Friar Lawrence does not give Juliet the potion, and Juliet will not die at last. Next mistake that Friar Lawrence makes is he let Friar John to send the letter, who does not know how important the letter is. It is inexcusable to let someone else to do this urgent thing. Friar John shows his incompetence when he says â€Å"I could not send it, here it is again† (). The letter is one of the most crucial symbol in the play. To a certain extent, Friar John fails send the letter to Romeo foreshadow the play will have a tragedy ending. If Friar Lawrence delivers the letter by himself, the plan may proceed perfectly. The quotation shows Friar Lawrence is responsible for Juliet’s death by trusts the person as talentless as Friar John. Then, Friar Lawrence’s cowardice is another reason why Friar Lawrence responsible for Juliet’s death. He attempts to help Juliet by hiding Romeo’s body, but he gives up when he hears the watch’s horn. He says â€Å"(he) dare no longer stay† (), and runs away when Juliet needs him the most. As a friar and the only adult that Juliet trusts, Friar Lawrence puts himself before Juliet, and worries about getting caught by the watch. He shows that he does not care about Juliet because he leaves Juliet to kills herself, even though it is completely his fault. If he chooses stays with Juliet rather than runs away, he can at least takes the dagger away from Juliet, or comforts her until she abandons to suicide. Unfortunately, Friar Lawrence runs away for his own safety, and because of his cowardice, Juliet ends up dead. In conclusion, Juliet’s suicide is not only her fault, Lord Capulet, Romeo and Friar Lawrence are also related to her death because of different reasons.