This is the ability to gain information and meaning from words and language.
Children can usually understand things from a variety of clues such as;
- Routine (eg. we have finished our breakfast so next it is time to get dressed)
- Visual information within the environment (e.g. mum holding her keys means that we are going to get the car, a green light means go)
- Sounds and words (e.g. a siren means a fire engine is coming down the street, the word ball means a round bouncy thing we play with)
- Concepts such as size, shape, colours
- Grammar (e.g. plurals: cat/s, past tense: climb/ed)
- Written information (e.g. signs in the environment like “no climbing”. written stories)
Some children who have difficulty understanding oral language (words and talking) may appear to be understanding because they may be able to pick up key words and get visual information from the environment or from gestures.
Children who have difficulty understanding language may find it challenging to follow instructions at home or within the educational setting and may not respond appropriately to questions and requests. It may lead to attention and listening difficulties and/or behavioural issues. As most activities require a good understanding of language, it may also make it difficult for a child to access the curriculum or engage in the activities and educational tasks.
