CHL2601
ASSIGNMENT 2
ANSWERS 2026
CHL2601 ASSIGNMENT 2 ANSWERS
2026
, CHL2601 ASSESSMENT 2
QUESTION 1
1.1 What is language delay and its significance in ECCE
- Language delay: A lag in the development of language skills (receptive, expressive,
or both) when compared with typical expectations for a child’s age. It means the child
is not meeting age-appropriate milestones for vocabulary, grammar, or
understanding speech, even though there may be no overall cognitive or sensory
impairment.
- Significance in ECCE: Early childhood settings are the crucial window for language
development. Identifying and supporting language delays early can prevent later
literacy, academic, social, and behavioural difficulties. Early intervention promotes
better communication, social interaction, and school readiness, and reduces long-
term gaps in learning.
1.2 Two signs of language delay in early years and critical explanations
Sign 1: Slow or limited vocabulary growth and lack of combining words by the
expected age
- Critical explanation: A small or stagnating vocabulary reduces the child’s ability to
label objects, express needs, and engage in conversations. It can hinder later
literacy, concept development, and social interaction. In multilingual contexts,
distinguish between a delay and a normal language difference; persistent small
vocabularies across languages may indicate delay requiring assessment and
targeted support.
Sign 2: Difficulties understanding or following simple instructions and/or producing
grammatically simplified speech
- Critical explanation: Trouble understanding spoken instructions or using mature
syntax/grammar can indicate processing or language form issues. This affects
participation in group activities, learning through listening, and the ability to engage
in classroom routines. It can be especially problematic for language-based learning
tasks and may signal needs for targeted receptive/expressive language support,
including modelling and corrective feedback.
1.3 Three intervention suggestions (one from each professional: teacher,
speech therapist, principal)
- From the teacher:
ASSIGNMENT 2
ANSWERS 2026
CHL2601 ASSIGNMENT 2 ANSWERS
2026
, CHL2601 ASSESSMENT 2
QUESTION 1
1.1 What is language delay and its significance in ECCE
- Language delay: A lag in the development of language skills (receptive, expressive,
or both) when compared with typical expectations for a child’s age. It means the child
is not meeting age-appropriate milestones for vocabulary, grammar, or
understanding speech, even though there may be no overall cognitive or sensory
impairment.
- Significance in ECCE: Early childhood settings are the crucial window for language
development. Identifying and supporting language delays early can prevent later
literacy, academic, social, and behavioural difficulties. Early intervention promotes
better communication, social interaction, and school readiness, and reduces long-
term gaps in learning.
1.2 Two signs of language delay in early years and critical explanations
Sign 1: Slow or limited vocabulary growth and lack of combining words by the
expected age
- Critical explanation: A small or stagnating vocabulary reduces the child’s ability to
label objects, express needs, and engage in conversations. It can hinder later
literacy, concept development, and social interaction. In multilingual contexts,
distinguish between a delay and a normal language difference; persistent small
vocabularies across languages may indicate delay requiring assessment and
targeted support.
Sign 2: Difficulties understanding or following simple instructions and/or producing
grammatically simplified speech
- Critical explanation: Trouble understanding spoken instructions or using mature
syntax/grammar can indicate processing or language form issues. This affects
participation in group activities, learning through listening, and the ability to engage
in classroom routines. It can be especially problematic for language-based learning
tasks and may signal needs for targeted receptive/expressive language support,
including modelling and corrective feedback.
1.3 Three intervention suggestions (one from each professional: teacher,
speech therapist, principal)
- From the teacher:
