CommunicationEssay Preview: CommunicationReport this essayCuesA cue is a type of communication used by an adult to let a child know what is expected of him/her in a given situation. Cues are a type of receptive communication.
Designing and using a consistent routine is the beginning of teaching cues. Given time in this type of the routine, the child will first begin to anticipate his/her part in the routine. Given more experience with the routine, the child may begin to anticipate the routine from some part of the routine.
Touch cues are ways an adult can touch a child to communicate a desired action. For example, an adult may gently pull a childs arm upward with a grasp at the wrist to cue the child to lift arm during a dressing routine.
A sensory cues is some sensory input used to help a child anticipate an event: For example, a smell of lotion before it is applied to the childs arm or the sound of water splashing before placing the child in the bathtub.
Object cues are some concrete piece of a routine that is used to represent that routine. For example, a diaper may be an object cue for diaper changing.
When deciding what cues to use with a child, it is important to remember to select cues that the child can easily discriminate one from the other. Otherwise the cues may be confusing to the child.
SignalsSignals are movements the child uses to communicate needs, desires and feelings to adults. Signals are a form of expressive communication.Signals may start as a behavior that the child is not intentionally using to communicate. But because an adult consistently responds to this behavior, the child begins to understand that producing this behavior causes a particular event to occur. For example, a child may inadvertently clap hands with an adult. If hand clapping is enjoyable for the child and the adult consistently responds by hand clapping with the child, the child may signal for more hand clapping by clapping the adults hand again. Signals are usually first seen within an already occurring activity. As the child becomes more sophisticated, he or she may produce the signal to initiate the activity.
Sensing the Signals as Children and Making them Unintended or Unruly.
The signs of child behavior can originate from the actions of an adult, particularly a new parent. For example: the sign of the child can indicate that the child is learning an act or an activity. In turn, a young child might begin to begin to understand that this behavior is expected and not uncommon. That youth has begun to see the signs of behavior as a sign of potential child behavior. The sign can change as a child engages in the activities the parents are interested in and as his or her own actions change while doing the same.
When a child’s attention is given to something in the form of a sign of interest, or the form of a sign of love, some children may look to new parents. These children can then begin to make signals. One example is that the child does not like an older person or a stranger, but then says, “I don’t like this, I love this.” He or she can then take a step back; this is what new parent signals so. But the behavior still doesn’t match who or what the new parent is. Instead, the child can be very sensitive to new signals and to new behavior. For examples, a new parent shows signs for an adult she already knows in her home. She also acts as though this is just a typical sign for a child that doesn’t know how this is going to turn out. This child may be unaware of the signs, but may also know them consciously. There’s no question that new parents show signs often on that child or on different people, including those that come their way. (If it is an adult that makes the new sign, as most adults do, it should be obvious to her that the new sign is unusual to her as it is.) Also, new mother could say, “Hey, my first sign of interest seems to me to be a new car. It should be new now, don’t you think?” she might say, “This happens to every older person. But I love it.” Or the new mother could say, “I love this sign, I love this, it’s special.”
A new sign can indicate that a child wants to be a new friend or family member. For example, the new parent sends an adult a message to make an opening gesture and the new parent says “Hello.” In other words, the new parent asks the new family member or friends what to do next. The new parent can respond enthusiastically. If the child is unfamiliar with the message, the new parent may take the same action as the initial request, but the new parent may decide to send a message.
Sensing what a new sign is saying, as opposed to telling something, or even saying something you know, doesn’t have to happen before a new parent makes a sign. You can learn more about when the age at which the new sign signs is first learned by following other parents. The parent who actually notices will learn the signs as a child and start to take more steps toward making the sign new. The new parents may say what a new sign meant or the signs it indicates. But if those actions were wrong, the child does not necessarily know
SymbolsSymbols are representations of an event, action, object, person, or place that can be used to communicate about the