1.2 Explain The Importance Of Non-Verbal Communication
In Detail
People are social beings and language is the primary medium of their communication. Learning to speak emerges from non-verbal communication. It is important to listen and watch as children need time and opportunity to talk.
Skills to Develop
Children:
1/2
Gradually develop from using sounds e.g. ‘woof-woof’ for a doggie toy to saying single words and later on putting two words together (want a drink).
Show enjoyment when imitating sounds (such as animal sounds), babbling and experimenting with words. Show interest and curiosity when someone is talking to them by using looking with eye gaze to make requests, and to share an interest. Gradually start asking simple questions and talk about people and things in their environment …show more content…
You have a ball" and "Give ball. Give me the ball please.")
We encourage children to talk about what they are interested in by listening attentively and asking engaging questions. We use open question with many possible answers and questions that require a choice.
We speak clearly, not too fast, use sentences a bit longer than our child does. We wait for children's response, giving them plenty of time to think about what they want to say (about 10 to 15 seconds).
We keep adding words to what children say, e.g. children say ‘Cook dinner’, we say ‘Yes, mummy is cooking …show more content…
We use a picture or action to show what a new word means, use a new word several times in conversation and repeat back correctly a sentence or a word that our child said wrongly.
We use lots of singing because it slows down the language and develops phonological awareness. We sing to children songs with animal sounds, nonsense words, we can even make our own songs (we can sing about what we are doing etc.). We use words for feelings and ideas, daily activities and routines, similarities, and differences. We describe how we are thinking when we are solving problems.
We use talking when playing. E.g. While playing with your animals, we move the dog and say "the dog says Woof-woof. When the dog is knocked over, "Oops, the dog fell down"
We talk with children about their emotions and make links between their body language and words, e.g. “Your face does look cross. Has something upset you?”
We name body parts and identify what you do with them. "These are my ears. I can hear birds, songs, cars making sounds outside."
We use photographs of familiar people and places, and retell what happened or make up a new
People are social beings and language is the primary medium of their communication. Learning to speak emerges from non-verbal communication. It is important to listen and watch as children need time and opportunity to talk.
Skills to Develop
Children:
1/2
Gradually develop from using sounds e.g. ‘woof-woof’ for a doggie toy to saying single words and later on putting two words together (want a drink).
Show enjoyment when imitating sounds (such as animal sounds), babbling and experimenting with words. Show interest and curiosity when someone is talking to them by using looking with eye gaze to make requests, and to share an interest. Gradually start asking simple questions and talk about people and things in their environment …show more content…
You have a ball" and "Give ball. Give me the ball please.")
We encourage children to talk about what they are interested in by listening attentively and asking engaging questions. We use open question with many possible answers and questions that require a choice.
We speak clearly, not too fast, use sentences a bit longer than our child does. We wait for children's response, giving them plenty of time to think about what they want to say (about 10 to 15 seconds).
We keep adding words to what children say, e.g. children say ‘Cook dinner’, we say ‘Yes, mummy is cooking …show more content…
We use a picture or action to show what a new word means, use a new word several times in conversation and repeat back correctly a sentence or a word that our child said wrongly.
We use lots of singing because it slows down the language and develops phonological awareness. We sing to children songs with animal sounds, nonsense words, we can even make our own songs (we can sing about what we are doing etc.). We use words for feelings and ideas, daily activities and routines, similarities, and differences. We describe how we are thinking when we are solving problems.
We use talking when playing. E.g. While playing with your animals, we move the dog and say "the dog says Woof-woof. When the dog is knocked over, "Oops, the dog fell down"
We talk with children about their emotions and make links between their body language and words, e.g. “Your face does look cross. Has something upset you?”
We name body parts and identify what you do with them. "These are my ears. I can hear birds, songs, cars making sounds outside."
We use photographs of familiar people and places, and retell what happened or make up a new