Speech refers to the sounds children use to build up words, saying sounds accurately and in the right places.  Children learn speech sounds by listening to the sounds they hear in languages around them. In each language there is a developmental order in which children typically develop sounds. (See linked Speech Sound Development guide.) Children develop their use of speech sounds over time. It is a gradual process and some children will progress more quickly than others.

Speech can also refer to the ability to speak fluently, without hesitating, prolonging or repeating words or sounds.  Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning.

*SEE SPEECH SOUND DEVELOPMENT GUIDE

Expressive language refers to a child’s ability to express their needs and wants. This includes having words to describe objects, actions and attributes. It is using these words to build sentences, conversations and narratives. It also refers to the ability to use the correct rules of grammar.

It is important to consider all means a child uses to express themselves, including any non-verbal communication such as gestures, pointing or the use of any alternative/augmentative communication e.g. use of pictures, signs, communication books or high-tech communication aids.

 A child requires both opportunities in their environment to expressive themselves as well as reasons (a purpose) to communicate e.g. to express a choice, share their opinion etc.

This refers to understanding of language. It is the ability to process and make sense of what people say. It is also how a child develops the understanding of non verbal behaviours and gestures. Children develop their understanding of words and also how to interpret the meaning of grammar.  Receptive language also includes the ability to follow instructions, understand concepts such as ‘on’ and ‘in’ and to interpret questions. A child’s receptive language skills are typically developed in advance of their expressive skills. As children grow they develop skills in their ability to reason, predict, draw inference and comparisons.

Children learn to communicate by interacting with others. Recognising and responding to a child’s early attempts at communication are important as this re-enforces the value of communication. By interacting with others children learn the non-verbal rules of communication such as listening, looking and knowing how to take verbal turns. Children learn how to initiate interactions with others and take simple turns in an interaction. As children grow older they continue to learn through interacting with others. They being to learn how to change their language use to suit a given situation and to take into account other people’s perspectives and intentions.

Play allows children to learn about the world around them. Learning through play is vital for the development of a child’s communication skills. Children need to have a variety of experiences to help them explore their world and practise skills which are important for learning, such as sharing and taking turns. There are several types of play which a child will learn gradually as he develops. In the second year of life children begin to engage in pretend play and then go on to develop more imaginative play. Pretend play is an important stage in supporting language development and often includes interaction with other adults and children.

Attention and Listening skills are important for children to be able to make sense of words they hear, to respond to others and learn new skills such as developing their language skills.

Children progress through stages of attention and listening development. They gradually learn how to focus on more than one task and shift their attention to and from tasks.

Joint attention is one of the main building blocks for early interaction. Joint attention develops within the first year of life and is the basis of the development of effective communication skills. Joint attention is when the child responds to another persons’s focus of attention or seeks an other’s attention to share an interest or experience.