Assessment task EYMP 5 Support children’s speech, language and communication.
Task
I) Speech is usually learnt before the written form of language, it is the sounds that children use to build up their words. Also being able to speak fluently, without hesitation, or prolong or repeating words or sounds is also speech. Also when speaking with expression and a clear voice, using volume, intonation and pitch to support meaning, is another form of speech.
There are two types of language, the first being “expressive language” by this we mean:
When we use words to make up sentences.
Then using sentences to build up conversations and narratives.
Also having words to describe objects, actions and attributes.
When we follow the rules of grammar, so that things make sense.

The second type of language is “understanding”, by this we mean:
Being able to understand words that are being spoken.
Also being able to process and make sense of what people say.
And being able to understand the rules of grammar used.
When we communicate, we use different language to interact with others, it also means:
Being able to use language in different ways, to be able to question, clarify, describe and debate.
Also using non-verbal rules of communication, being able to listen, looking and knowing how to take verbal turns and know how to change language use to suit the situation.
Also having the ability to take into account other people’s perspectives, intentions and wider context.
In our everyday life we need all 3 of these elements, to be able to get our messages across. All three of these elements are multi-layered and multi-faceted. If we didn’t have any 1 of these elements, what children say and understand could become confused. However when all 3 elements are present, children are able to maximise their attainment. Also people with speech, language and communication needs (SLCN) have difficulties in communicating with others. This may be because:
They are unable to say what they want.
They have difficulty understanding what is being said to them. (they do not understand social rules)
For some this may be minor and temporary, whilst for others their needs will be complex and long term. ii) Learning Speech, language and communication can support learning in many ways, these can be, by children using and making different sounds and symbols, also spoken as well as signed language. This also then supports speech and communication. An example for speech could be, through music, so showing feelings through a song to a teacher. An example for signed, could be, if a child draws a picture that is dark, then they may be feeling scared, or upset about something going on in their life. Also when a child talks to themselves or maybe out loud, they are learning even in this way, as it will help them to learn and develop their language skills to progress to thinking skills.
Emotional
Speech, language and communication can support emotions, by children learning how to deal with any problems with their language, it’s a problem when children can’t express their feelings into words, or cannot express them in some way. If this happens, then it can have a bad impact on their self- confidence and sense of identity. If they feel they can’t deal with their problems on their own, and they may feel they can’t be independent.
Behaviour
Speech, language and communication can support behaviour, by children learning to understand spoken explanations of what is right and what is not acceptable behaviour, and also why. As they get older they will need to know the difference between right and wrong, also they need to know how to express their own needs clearly and know any consequences to their actions.
Social
Speech, language and communication can support social, as it can allow children to understand the feelings of others, and also the ways we interact with people, and being able to develop friendships. iii) The impact of speech, language and