Essay on development communication and language
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Introduction
Communication is a process which can begin even before a child is born. It involves the individual interacting with self, others and the environment. To get the most out of their development babies and young children need to feel active and valued in their role as a communicator from the beginning. They need to recognise the role of communication in our society and from birth they need many and varied opportunities for positive interaction, and responses to their attempts to express themselves.
Communication, Language and Literacy teaches us all how to make sense of all the world around us, and for a child developing the ability to speak, to listen, to read and to write in order to solve problems is challenging. Communication, Language and Literacy helps a child to understand relationships, to hear words and sentences.
Communication, Language and Literacy is an influential means of communication. It can be used to provide the means by which we can pass on thoughts, information, and ideas and how they can be presented by the use of reading, writing, listening and speaking.
Through their growing knowledge and understanding, children can learn to appreciate the contribution made by many cultures to the development and application of communication, language and literacy. Appreciating Communication, Language and Literacy and its principles can also be expressed in art, literature, music and technology adds another dimension to interpreting the world in which we live.
The first three years of life are a time when important connections are being made within a child's brain and are therefore a critical period in the development of language.
E1
There are two main frameworks for development of communication, language and literacy for children. These are the EYFS and the National Literacy Strategy. They cover from birth to 5 years of age as part of the EYFS system and 5 to 18 years of age which use the National Literacy Strategy.
Children learn different communication, language and literacy skills through a structure of literacy framework that are related to development.
As part of our strategy to raise pupil attainment, many schools use the 'National Literacy Strategy.
It is used as a basis for planning teaching and to fulfill the requirements of the National Literacy Strategy for Communication, language and literacy. This ensures continuity and progression throughout the school.
Children's progress is assessed regularly by class teachers. Pupils are assessed in terms of communication, language and literacy development as they enter and exit from the Foundation Stage. Children in KS1 and 2 are assessed at the end of each year and in terms 2, 4 and 6 and at the end of Key Stage by standard assessment tests and teacher assessment.
Teachers have a thorough understanding of National Literacy Strategy communication, language and literacy and the Communication, language and literacy Development Early Learning Goals and use a variety of teaching methods.
National Curriculum
There are four aspects of speaking and listening in the National Curriculum programme of study for English:
1. Speaking: to speak competently and creatively to explore, develop and sustain ideas through talk.
2. Listening and responding: to understand, recall and respond to speakers' implicit and explicit meanings; to explain and comment on speakers' use of language, including vocabulary, grammar and non verbal features.
3. Group discussion and interaction: to take different roles in groups to develop thinking and complete tasks; participate in conversations, making appropriate contributions building on others' suggestions and responses.
4. Drama: Using dramatic techniques, including work in role to explore ideas and texts; create, share and evaluate ideas and understanding through drama.
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.
Every Child Matters is used in all curriculum areas, and especially in the core subjects, and are continually and consistently teaching the 'values' embedded in 'Every Child Matters' system. The process tries to make children to enjoy communication, language and literacy and be enthusiastic about the learning it .
Much of the teaching needs to be aimed at developing children's skills for life and the children themselves need to understand the 'real life' purpose of everything that they learn to do and how this can enable them to make a positive contribution to society in the future and achieve personal well-being.
E2
As mentioned above the Primary Framework for Communication, language and literacy learning has a number of strands. These are:
Speaking and listening
Speaking
Listening and responding
Group discussion
Drama
Reading and writing
Word recognition
Word structure and spelling
Understanding and interpreting texts
Engaging and responding to text
Communication is a process which can begin even before a child is born. It involves the individual interacting with self, others and the environment. To get the most out of their development babies and young children need to feel active and valued in their role as a communicator from the beginning. They need to recognise the role of communication in our society and from birth they need many and varied opportunities for positive interaction, and responses to their attempts to express themselves.
Communication, Language and Literacy teaches us all how to make sense of all the world around us, and for a child developing the ability to speak, to listen, to read and to write in order to solve problems is challenging. Communication, Language and Literacy helps a child to understand relationships, to hear words and sentences.
Communication, Language and Literacy is an influential means of communication. It can be used to provide the means by which we can pass on thoughts, information, and ideas and how they can be presented by the use of reading, writing, listening and speaking.
Through their growing knowledge and understanding, children can learn to appreciate the contribution made by many cultures to the development and application of communication, language and literacy. Appreciating Communication, Language and Literacy and its principles can also be expressed in art, literature, music and technology adds another dimension to interpreting the world in which we live.
The first three years of life are a time when important connections are being made within a child's brain and are therefore a critical period in the development of language.
E1
There are two main frameworks for development of communication, language and literacy for children. These are the EYFS and the National Literacy Strategy. They cover from birth to 5 years of age as part of the EYFS system and 5 to 18 years of age which use the National Literacy Strategy.
Children learn different communication, language and literacy skills through a structure of literacy framework that are related to development.
As part of our strategy to raise pupil attainment, many schools use the 'National Literacy Strategy.
It is used as a basis for planning teaching and to fulfill the requirements of the National Literacy Strategy for Communication, language and literacy. This ensures continuity and progression throughout the school.
Children's progress is assessed regularly by class teachers. Pupils are assessed in terms of communication, language and literacy development as they enter and exit from the Foundation Stage. Children in KS1 and 2 are assessed at the end of each year and in terms 2, 4 and 6 and at the end of Key Stage by standard assessment tests and teacher assessment.
Teachers have a thorough understanding of National Literacy Strategy communication, language and literacy and the Communication, language and literacy Development Early Learning Goals and use a variety of teaching methods.
National Curriculum
There are four aspects of speaking and listening in the National Curriculum programme of study for English:
1. Speaking: to speak competently and creatively to explore, develop and sustain ideas through talk.
2. Listening and responding: to understand, recall and respond to speakers' implicit and explicit meanings; to explain and comment on speakers' use of language, including vocabulary, grammar and non verbal features.
3. Group discussion and interaction: to take different roles in groups to develop thinking and complete tasks; participate in conversations, making appropriate contributions building on others' suggestions and responses.
4. Drama: Using dramatic techniques, including work in role to explore ideas and texts; create, share and evaluate ideas and understanding through drama.
www.teachingexpertise.com
.
Every Child Matters is used in all curriculum areas, and especially in the core subjects, and are continually and consistently teaching the 'values' embedded in 'Every Child Matters' system. The process tries to make children to enjoy communication, language and literacy and be enthusiastic about the learning it .
Much of the teaching needs to be aimed at developing children's skills for life and the children themselves need to understand the 'real life' purpose of everything that they learn to do and how this can enable them to make a positive contribution to society in the future and achieve personal well-being.
E2
As mentioned above the Primary Framework for Communication, language and literacy learning has a number of strands. These are:
Speaking and listening
Speaking
Listening and responding
Group discussion
Drama
Reading and writing
Word recognition
Word structure and spelling
Understanding and interpreting texts
Engaging and responding to text
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