Communication and Language Essay Example | Topics and Well Written Essays - 4000 words

Communication and Language - stress ExampleHe volition now look at and reach rather than grasp an intent as an open booked presents it. He has as well fetch more(prenominal) willing to perform familiar actions on an object without mouthing it but using his hands to hold and manipulate objects for longer. He has also shown greater concern to where objects move to or from during the activity. This has been particularly noticeable during our greeting sessions. At the beginning of September he compulsory adult coactive support to tap a fig out to say how-dye-do, as he has become more familiar with activity where he begun to use both hands to tap a drum with adult verbal encouragement. Now he will reach instruments spontaneously to say hello as adult moves around the circle asking who want to say hello first. He is also able to indicate if he wants to continue the tapping action or he finished saying hello by clapping his hands to indicate more or pushing the drum away. He find s it amusive if an adult copies his simple drumming actions, responds with a smile, and listens to it. Interacting Pupils progress Charlie has been working towards developing his interaction and playing skills with adult and peers. Charlie has made steady progress with developing his communication, social, and interactive skills with layer staff and peers as the year has progressed. He has shown an increasing interest in trying to influence the adult actions during self-occupation time to get what he wants or during group session as mentioned above and one-to-one sessions such as interactive jeopardizes focusing on communication, taking turns, interacting and responding to adult partner. For example, simple hand clapping games that requires him to form quick thinking, cooperation, and reaction to a game like clapping ones own hands, clapping both hands of a partner, and clapping one hand of a partner, generally across such as the right hand of each player at an appropriate juncti on. During self-occupation time, he will move in the direction of the plasma screen and make picture eye contact with an adult to let them know what he wants. If the adult ignores his communication, he will bye around the plasma screen, look behind the speakers, turn on a socket plague and manipulate a key to open the box with laptop attached to the screen. During leisure time, when approached by an adult and asked, what you want Charlie? he will hold his hand and guide him in the direction of the plasma screen or balcony / class door to watch his friends playing or to go for a walk. He is now learning to transportation system these learnt skills to class activities. Last year, Charlie preferred contact with adults to that with peers, but this year he has been starting to pay more attention to his class friends if he is engaged in a simple game with them or when they are exploring interesting things. For example, he will pay attention to an interesting object controlled by anoth er pupil, and will come to him or her, reach for the item and explore it for brief moment before giving it grit to his peer. This term, Charlie has developed a friendship with two girls in class Huma and Aiashah. He responded with interest to social overtures from them and employ some actions to prolong interaction with them. For example, he will sneeze on purpose to make Aaishah trick or will allow her to hold his hand and move them in the rhythm of