Categories of skills of Late Childhood

Speech improvement in Late Childhood

(areas of improvement) (Improvement in comprehension)

(Content of speech)

SELF-HELP SKILLS

Older children should be able to eat, dress, bathe, and groom themselves with almost as much speed and adeptness as an adult, and these skills should not acquire the conscious attention that was necessary in early childhood.

SCHOOL SKILLS

At school, the child develops the skills needed in writing, drawing, painting, clay modeling, dancing, crayoning,

sewing, cooking, and woodworking.

SOCIAL-HELP SKILLS

Skills in this category relate to helping others.

At home, they include making beds, dusting, and

sweeping; At school, they include emptying

wastebaskets and washing chalkboards; and in the

play group, they include helping to construct a tree

house or lay out a baseball diamond.

PLAY SKILLS

The older

child learns such

skills as throwing

and catching balls,

riding bicycles,

skating, and

swimming in

connection with

play.

Vocabulary BuildingThroughout late childhood, children’s general

vocabularies grow by leaps and bounds.

Pronunciation Errors in pronunciation are less common at this

age than earlier.

Forming Sentences The six-year-old child should have command of

nearly every kind of sentence structure. From six until the age of nine to ten, the length of sentences are generally rambling and loosely knit. Gradually, after the age of nine, the child begins to use shorter and more compact sentences.

Etiquette Vocabulary

Color Vocabulary

Number Vocabulary

Money Vocabulary

Time Vocabulary

Slang-word & Swear-word

Vocabularies

Secret Vocabulary

AID TO IMPROVE COMPREHENSION

Group –belonging

Training in concentration in school

Radio

Watching television/movies

How much improvement there will be in the

content of older children’s speech and in the way

they present what they have to say will depend not

so much on their intelligence as on the level of

their socialization. Children who are popular have

strong incentive to improve the quality of their

speech. They learn, from personal experience, that

words can hurt and that the popular children are

those who speech adds to the enjoyment of their

contact with their peers.

THERE IS PROGRESSIVELY LESS AND

LESS TALKING AS LATE CHILDHOOD CONTINUES.

Normally, as childhood draws to a

close, children talk increasingly less. This is

not because they are afraid they will be

criticized or ridiculed for what they say, but it

is, rather, a part of the withdrawal syndrome

that is characteristic of the puberty period ..