Speech, language and communication skills allow children to:
Speech, language and communication can include the following:
The table below shows how speech, language and communication support children's well-being, learning and development.
Aspect of development | How do speech, language and communication skills support children's well-being, learning and development? |
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Social development |
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Emotional development |
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Cognitive development |
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Behaviour |
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Mae sgiliau lleferydd, iaith a chyfathrebu yn galluogi plant i:
Gall lleferydd, iaith a chyfathrebu cynnwys y canlynol:
Mae’r tabl isod yn dangos sut mae lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant.
Agwedd o ddatblygiad | Sut mae sgiliau lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant? |
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Datblygiad cymdeithasol |
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Datblygiad emosiynol |
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Datblygiad gwybyddol |
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Ymddygiad |
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Drag the statements about how language, speech and communication support children's well-being, learning and development to the correct column. Statements may be dragged to more than one column.
Llusgwch y datganiadau am sut mae iaith, lleferydd a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant i’r golofn gywir. Gellir llusgo datganiad i fwy nag un golofn.
How do speech, language and communication skills support children's well-being, learning and development?
Sut mae sgiliau lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant?
Considering how speech, language and communication affects each development area, the effects on children with language difficulties can be considerable. Speech, language and communication difficulties can affect the development of children in many ways, including:
Gan ystyried sut mae lleferydd, iaith a chyfathrebu yn effeithio ar bob maes o ddatblygiad, gall yr effeithiau ar gyfer plant sydd ag anawsterau iaith fod yn sylweddol. Mae ystod eang o ffyrdd gall anawsterau lleferydd, iaith a chyfathrebu effeithio ar ddatblygiad plant gan gynnwys:
How can language, speech and communication difficulties affect the development of children? Note down your ideas on the diagram.
Sut all anawsterau iaith, lleferydd a chyfathrebu effeithio ar ddatblygiad plant? Nodwch eich syniadau ar y diagram.
As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.
With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.
As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.
When language, speech and communication difficulties are identified, a number of agencies can work together in order to meet the child's needs. These support services include:
Health visitor – parents/carers who are concerned about their child's language may contact the health visitor. The child may be referred for a hearing test or to a speech, language and communication therapist.
Speech, language and communication therapist – their work includes the assessment, treatment and development of personal plans to support children. They also work closely with parents/carers and childcare workers to support children by providing training to those who are involved with the child.
Portage Worker – a home support service for pre-school children with additional needs that also offers support and assistance to the parents/carers.
Staff at the setting – staff at the setting will need to work with parents/carers and other services in order to understand children's specific needs and to give individual support.
One-to-one support at the setting – children with language, speech and communication needs may be given a member of staff to provide individual support. These staff may be given additional training, for example with Makaton.
Additional Learning Needs Co-odrinator (ALNCo) – responsible for managing Additional Learning Needs in the school, working closely with the staff, parents/carers and carers and other agencies.
Educational psychologist – a child with language, speech and communication difficulties may be assessed by an educational psychologist.
Family doctor (GP) – parents/carers who are concerned about their child's language may contact their GP. The child may be referred for a hearing test or to a speech, language and communication therapist.
Further reading – https://bit.ly/2NVfjw1
Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.
Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.
Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith bositif ar eu lles.
Pan fydd anawsterau iaith, lleferydd a chyfathrebu yn cael eu hadnabod gall nifer o asiantaethau gydweithio er mwyn ateb anghenion y plentyn. Rhai o’r gwasanaethau sy’n cefnogi yw:
Ymwelydd iechyd – gall rieni sy’n pryderu am iaith eu plentyn gysylltu â’r ymwelydd iechyd. Gellir cyfeirio’r plentyn am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.
therapydd iaith a lleferydd, iaith a chyfathrebu – eu gwaith yw asesu, trin a datblygu cynlluniau personol i gefnogi plant. Maent hefyd yn cydweithio’n agos â rhieni/gofalwyr ac gweithiwyr gofal plant i gefnogi plant trwy hyfforddi'r rheini sy'n ymwneud â'r plentyn.
Gweithiwr Portage – gwasanaeth cymorth yn y cartref ar gyfer plant cyn-ysgol sydd ag anghenion ychwanegol ac sy’n cynnig cymorth a chefnogaeth i'r rhieni/gofalwyr.
Staff y lleoliad – bydd staff y lleoliad angen cyd-weithio â rhieni/gofalwyr a gwasanaethau eraill er mwyn deall anghenion penodol y plant er mwyn rhoi cefnogaeth unigol iddynt.
Cefnogaeth un i un yn y lleoliad – gall plant sydd ag anghenion iaith, lleferydd a chyfathrebu gael aelod o staff sy’n eu cefnogi yn unigol. Gall y staff yma gael hyfforddiant ychwanegol, er enghraifft, gyda Makaton.
Cydlynydd Anghenion Dysgu Ychwanegol (ALNCo) – sy’n gyfrifol am reoli Anghenion Dysgu Ychwanegol o fewn yr ysgol, gan weithio’n agos gyda staff, rhieni a gofalwyr ac asiantaethau eraill.
Seicolegydd addysg – gall plentyn sydd ag anawsterau iaith, lleferydd a chyfathrebu gael eu hasesu gan seicolegydd addysg.
Meddyg teulu – Gall rhieni/gofalwyr sy'n pryderu am iaith eu plentyn gysylltu â’r meddyg teulu. Gall y plentyn gael ei gyfeirio am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.
Darllen pellach – https://bit.ly/2NVfjw1
Drag the correct word into the space in order to complete the sentences about the importance of early intervention with regard to supporting language, speech and communication disorders and associated issues.
Llusgwch y gair cywir i’r bwlch er mwyn gorffen y brawddegau am bwysigrwydd ymyrryd yn gynnar o ran cefnogi iaith, lleferydd a chyfathrebu ac anhwylderau cysylltiedig.
As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.
With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.
As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.
As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.
With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.
As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.
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Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.
Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.
Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith positif ar eu lles.
Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.
Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.
Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith positif ar eu lles.
Eich sgôr yw … allan o . Symudwch rhai o'r termau o gwmpas i geisio gwella eich sgôr.
Da iawn. Eich sgôr yw … allan o .
Eich sgôr yw … allan o . Cliciwch ‘ailosod’ er mwyn rhoi cynnig arall ar y gweithgaredd.
Eich sgôr yw … allan o . Symudwch rhai o'r termau o gwmpas i geisio gwella eich sgôr
Da iawn. Eich sgôr yw … allan o .
Eich sgôr yw … allan o . Cliciwch ‘ailosod’ er mwyn rhoi cynnig arall ar y gweithgaredd.
Drag the service that supports children’s language, speech and communication needs to the correct description.
Llusgwch y gwasanaeth sy’n cefnogi anghenion iaith, lleferydd a chyfathrebu plant i’r disgrifiad cywir.
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Rhybudd! Ni ellir defnyddio’r adnodd yma ar ffonau symudol neu dabled.
Well done. You have matched them all correctly.
Da iawn. Rydych wedi paru pob un yn gywir.
In order to support children's language, speech and communication development, it is important:
Adults need to ensure that they have the children's attention in order to support their language, speech and communication development. The children's names should be used to demand their attention and the adults should kneel down when speaking to them rather than looking down on them.
In areas where the children are listening to stories and they need to listen and concentrate, try to ensure there are as few visual distractions as possible so that the children can concentrate, and try to arrange the session so that any background noise is minimal during group periods.
Books provide opportunities for children to develop their language, so they should be encouraged to look at books or to read books, depending on their age and development stage. Children enjoy listening to the same stories and repetition is useful to develop vocabulary and understanding of the stories. Puppets may be used to repeat stories and children will enjoy making their own puppets.
Language is often repeated in songs and rhymes so children learn language by listening and singing and reciting. Repeating words and rhymes can help children to learn new vocabulary. Some children may be shy in a group situation, therefore songs can often enable less confident children to join in. Singing slowly allows the children to listen and to follow the words. Singing and reciting rhymes using actions or small movements helps children to make connections between the words and the meaning of words. This can be very useful for children with communication difficulties.
Using simple language, speaking slowly and emphasising key words can help children to learn new words. This can be done through play, for example, playing with zoo animals, "you've got the elephant, I've got the tiger", "the tiger runs fast". The words should be reinforced with actions and facial expressions. When reinforcing and expanding language, childcare workers can introduce new words associated with size or colour, for example, the big red bus or the small blue bike.
The children need to be given enough time to respond when communicating. Adults can sometimes be too quick to fill in the gaps and speak on behalf of the children before they have had the opportunity to process, think, plan and respond. It is important to remember that children need time to respond before giving them help or repeating the question. Children can take up to 10 second to respond when communicating.
An important factor with regard to motivating and extending children's speech is to ask them questions. Open-ended questions encourage longer answers and can help the children to think, for example, "Where do you want to play?" However, the use of closed questions can encourage children with limited language skills to speak, for example, "Do you like playing with the sand?"
Children's language, speech and communication development can be supported by providing play opportunities such as role play. Role play is an excellent way of extending children's linguistic skills and encouraging them to communicate. Children can explore role play areas and learn how to play with other children. As children role play, they will use new language, for example, when answering the phone at the surgery. childcare workers need to model the language required first of all by playing with the children. Mud kitchens are another way of offering role play situations that enable the child to take control of their play.
Art and craft activities support the development of language, speech and communication as the children discuss what they are doing. Large scale painting allows more interaction with other children as they discuss their ideas and large rolls of wallpaper can be provided so that the children can paint with their friends.
Activities that are part of the daily routine are an effective way of supporting children's language, speech and communication. childcare workers can speak to the children or sing to them as part of their care, for example, when washing hands or brushing teeth.
Er mwyn cefnogi datblygiad iaith, lleferydd a chyfathrebu plant mae’n bwysig:
Mae angen i oedolion sicrhau sylw plant er mwyn cefnogi eu datblygiad iaith, lleferydd a chyfathrebu. Dylid defnyddio enwau plant er mwyn mynnu eu sylw a dylid plygu wrth siarad â hwy yn hytrach nag edrych i lawr arnynt.
Mewn ardaloedd lle mae plant yn gwrando ar straeon ac mae angen iddynt wrando a chanolbwyntio, ceisiwch leihau’r gwrthdyniadau gweledol er mwyn i blant allu canolbwyntio, a cheisiwch drefnu'r sesiwn fel bod sŵn cefndirol yn cael ei leihau ar adegau grŵp.
Mae llyfrau yn darparu cyfleoedd i blant ddatblygu iaith, felly dylid annog plant i edrych ar neu ddarllen llyfrau, yn dibynnu ar eu hoed a'u cyfnod o ddatblygiad. Mae plant yn mwynhau gwrando ar straeon dro ar ôl tro ac mae'r ailadrodd yn ddefnyddiol wrth ddatblygu geirfa a dealltwriaeth o’r straeon. Gellir defnyddio pypedau er mwyn ail-adrodd straeon a bydd plant yn mwynhau gwneud pypedau eu hunain.
Mae iaith yn aml yn cael ei ailadrodd mewn caneuon a rhigymau felly mae plant yn dysgu iaith drwy wrando a chanu ac adrodd. Gall ailadrodd geiriau a phenillion helpu plant i gaffael geirfa newydd. Gall rhai plant fod yn swil mewn sefyllfa grŵp felly mae caneuon yn aml yn galluogi plant sy'n llai hyderus i ymuno. Mae canu yn araf yn caniatáu i blant wrando a dilyn y geiriau. Mae canu ac adrodd rhigymau sy’n defnyddio ystumiau neu symudiadau bach yn helpu plant i wneud cysylltiad rhwng y geiriau ag ystyr y geiriau. Mae hyn yn gallu bod yn ddefnyddiol iawn i blant sydd ag anawsterau cyfathrebu.
Bydd defnyddio iaith syml, siarad yn araf a phwysleisio geiriau allweddol yn helpu plant i ddysgu geiriau newydd. Gallai hyn ddigwydd wrth iddynt chwarae, er enghraifft chwarae gydag anifeiliaid sw, "mae gennyt ti’r eliffant, mae gen i'r teigr", "mae’r teigr yn rhedeg yn gyflym”. Dylid atgyfnerthu’r geiriau gydag ystumiau a mynegiant yr wyneb. Wrth atgyfnerthu ac ehangu iaith, gall gweithiwyr gofal plant ychwanegu geiriau newydd sy'n gysylltiedig â maint neu liw, er enghraifft y bws mawr coch, neu’r beic bach glas.
Mae angen rhoi digon o amser i blant ymateb wrth gyfathrebu. Gall oedolion weithiau fod yn rhy gyflym i lenwi'r bwlch a siarad dros y plant cyn iddynt gael cyfle i brosesu, meddwl, cynllunio ac ymateb. Mae'n bwysig cofio bod angen amser ar blant i ymateb cyn rhoi cymorth iddynt neu ofyn y cwestiwn eto. Gall blant gymryd hyd at 10 eiliad i ymateb wrth gyfathrebu.
Rhan bwysig o ysgogi ac ymestyn lleferydd plant yw gofyn cwestiynau iddynt. Mae cwestiynau penagored yn annog atebion hirach ac yn gallu helpu plant i feddwl, er enghraifft “Ble wyt ti eisiau chwarae?” Fodd bynnag, gall defnyddio cwestiynau caeedig annog plant gydag iaith gyfyngedig i siarad, er enghraifft “Wyt ti’n hoffi chwarae gyda’r tywod?”
Gellir cefnogi datblygiad iaith, lleferydd a chyfathrebu plant trwy ddarparu cyfleoedd chwarae megis chwarae rôl. Mae chwarae rôl yn ffordd wych i ymestyn sgiliau ieithyddol plentyn ac annog plant i gyfathrebu. Gall plant archwilio ardaloedd chwarae rôl a dysgu sut i chwarae â phlant eraill. Wrth i blant chwarae rôl byddent yn defnyddio iaith newydd, er enghraifft wrth ateb ffôn yn y feddygfa. Mae angen i gweithiwyr gofal plant fodelu’r iaith sydd i’w defnyddio yn gyntaf drwy chwarae gyda’r plant. Mae ceginau mwd yn ffordd arall o gynnig sefyllfaoedd chwarae rôl sy'n galluogi'r plentyn i gael rheolaeth dros eu chwarae.
Mae gweithgareddau celf a chrefft yn cefnogi datblygiad iaith, lleferydd a chyfathrebu wrth i blant siarad am yr hyn maent yn ei wneud. Mae peintio ar raddfa fawr yn caniatáu mwy o ryngweithio â phlant eraill wrth iddynt drafod eu syniadau a gellid darparu rholiau mawr o bapur wal er mwyn i blant beintio gyda'u ffrindiau.
Mae gweithgareddau sy’n rhan o’r drefn ddyddiol yn ffordd effeithiol o gefnogi iaith, lleferydd a chyfathrebu plant. Gall gweithiwyr gofal plant siarad neu ganu â phlant yn ystod trefniadau gofal, er enghraifft wrth olchi dwylo neu frwsio dannedd.
Complete the table by giving examples of the different ways to support language, speech and communication.
Cwblhewch y tabl trwy roi enghreifftiau o’r ffyrdd o gefnogi datblygiad iaith, lleferydd a chyfathrebu.
Ways of providing support | Examples |
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Getting the children's attention |
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Providing opportunities for the children to look at books or to read books and to listen to stories |
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Songs and rhymes |
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Using simple language |
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Using questions |
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Play opportunities |
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Activities that are part of the daily routine |
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Ffyrdd o ddarparu cymorth | Enghreifftiau |
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Cael sylw plant |
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Darparu cyfleodd i blant edrych ar neu ddarllen llyfrau a gwrando ar straeon. |
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Caneuon a rhigymau |
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Defnyddio iaith syml |
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Defnyddio cwestiynau |
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Cyfleoedd chwarae |
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Gweithgareddau sy’n rhan o’r drefn ddyddiol |
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