Communication development

Research output: Book chapter/Published conference paperChapter in textbook/reference book

Abstract

Human beings are social beings. They play, chat, sing, tell jokes, share stories, discuss issues, ask questions, follow directions, write emails, send text messages, follow twitter, post on Facebook, and do countless other activities every day that enable connections with others. Communication skills, both oral and written, are core to these activities. Communication skills allow us to participate in our everyday lives and interact with the world around us. Consequently, being able to communicate is considered a human right, recognised by the United Nations Conventions on the Rights of the Child. However, not all children are able to communicate effectively, and some need support to acquire speech and language skills, or to learn to use alternative modes of communication (e.g., sign language, augmentative devices). Without support, communication difficulties can lead to problems with developing and maintaining social relationships, and learning difficulties at school (Harrison, McLeod, Berthelsen & Walker, 2009; McCormack, Harrison, McLeod & McAllister, 2011).In this chapter, we identify key stages in the development of communication skills in the early years, and explore the milestones associated with each stage. We consider the development of oral communication skills, and identify features that may indicate concerns at each stage. Finally, we suggest strategies for stimulating and supporting communication development across the early years.
Original languageEnglish
Title of host publicationHealth and wellbeing in childhood
EditorsSusanne Garvis, Donna Pendergast
Place of PublicationMelbourne
PublisherCambridge University Press
Pages50-60
Number of pages11
Edition4
ISBN (Print)9781107652262
Publication statusPublished - 2014

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communication skills
communication
joke
twitter
learning disorder
chat
facebook
language
everyday life
UNO
human rights
human being
school

Cite this

McCormack, J., McLeod, S., & Harrison, L. (2014). Communication development. In S. Garvis, & D. Pendergast (Eds.), Health and wellbeing in childhood (4 ed., pp. 50-60). Melbourne: Cambridge University Press.
McCormack, Jane ; McLeod, Sharynne ; Harrison, Linda. / Communication development. Health and wellbeing in childhood. editor / Susanne Garvis ; Donna Pendergast. 4. ed. Melbourne : Cambridge University Press, 2014. pp. 50-60
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McCormack, J, McLeod, S & Harrison, L 2014, Communication development. in S Garvis & D Pendergast (eds), Health and wellbeing in childhood. 4 edn, Cambridge University Press, Melbourne, pp. 50-60.

Communication development. / McCormack, Jane; McLeod, Sharynne; Harrison, Linda.

Health and wellbeing in childhood. ed. / Susanne Garvis; Donna Pendergast. 4. ed. Melbourne : Cambridge University Press, 2014. p. 50-60.

Research output: Book chapter/Published conference paperChapter in textbook/reference book

TY - CHAP

T1 - Communication development

AU - McCormack, Jane

AU - McLeod, Sharynne

AU - Harrison, Linda

N1 - Imported on 12 May 2017 - DigiTool details were: publisher = Melbourne: Cambridge University Press, 2014. editor/s (773b) = Susanne Garvis and Donna Pendergast; Issue no. (773s) = 4; Parent title (773t) = Health and wellbeing in childhood; No. of chapters (773w) = 25.

PY - 2014

Y1 - 2014

N2 - Human beings are social beings. They play, chat, sing, tell jokes, share stories, discuss issues, ask questions, follow directions, write emails, send text messages, follow twitter, post on Facebook, and do countless other activities every day that enable connections with others. Communication skills, both oral and written, are core to these activities. Communication skills allow us to participate in our everyday lives and interact with the world around us. Consequently, being able to communicate is considered a human right, recognised by the United Nations Conventions on the Rights of the Child. However, not all children are able to communicate effectively, and some need support to acquire speech and language skills, or to learn to use alternative modes of communication (e.g., sign language, augmentative devices). Without support, communication difficulties can lead to problems with developing and maintaining social relationships, and learning difficulties at school (Harrison, McLeod, Berthelsen & Walker, 2009; McCormack, Harrison, McLeod & McAllister, 2011).In this chapter, we identify key stages in the development of communication skills in the early years, and explore the milestones associated with each stage. We consider the development of oral communication skills, and identify features that may indicate concerns at each stage. Finally, we suggest strategies for stimulating and supporting communication development across the early years.

AB - Human beings are social beings. They play, chat, sing, tell jokes, share stories, discuss issues, ask questions, follow directions, write emails, send text messages, follow twitter, post on Facebook, and do countless other activities every day that enable connections with others. Communication skills, both oral and written, are core to these activities. Communication skills allow us to participate in our everyday lives and interact with the world around us. Consequently, being able to communicate is considered a human right, recognised by the United Nations Conventions on the Rights of the Child. However, not all children are able to communicate effectively, and some need support to acquire speech and language skills, or to learn to use alternative modes of communication (e.g., sign language, augmentative devices). Without support, communication difficulties can lead to problems with developing and maintaining social relationships, and learning difficulties at school (Harrison, McLeod, Berthelsen & Walker, 2009; McCormack, Harrison, McLeod & McAllister, 2011).In this chapter, we identify key stages in the development of communication skills in the early years, and explore the milestones associated with each stage. We consider the development of oral communication skills, and identify features that may indicate concerns at each stage. Finally, we suggest strategies for stimulating and supporting communication development across the early years.

KW - Children

KW - Communication

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KW - Education

KW - Language

KW - Speech

M3 - Chapter in textbook/reference book

SN - 9781107652262

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EP - 60

BT - Health and wellbeing in childhood

A2 - Garvis, Susanne

A2 - Pendergast, Donna

PB - Cambridge University Press

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ER -

McCormack J, McLeod S, Harrison L. Communication development. In Garvis S, Pendergast D, editors, Health and wellbeing in childhood. 4 ed. Melbourne: Cambridge University Press. 2014. p. 50-60