CHL2601ASSESSMENT 2 Solutions 2026
UNISA
Department of Early Childhood Education and
Development
, CHL2601 ASSESSMENT 2
QUESTION 1
1.1 Explain the term “language delay” and explain its significance in Early
Childhood Care and Education (ECCE).
Language delay refers to a situation where a child develops language and
communication skills later than what is normally expected for their age. This may
affect speaking, understanding language, expressing ideas or responding to others.
The child may know what they want to say but struggle to communicate clearly.
In Early Childhood Care and Education, recognising language delay is important
because language is central to learning and social development. Children use
language to communicate needs, interact with others, follow instructions and
participate in classroom activities. If a delay is identified early, support can be
provided before the difficulty affects confidence, literacy development and later
academic progress. Early intervention also helps children participate more fully in the
learning environment (Department of Basic Education, 2015; Owens, 2020).
1.2 Identify two signs of language delay in children during their early years and
critically explain them.
1. Limited vocabulary for their age
A child with language delay may use fewer words than other children in the same
age group. They may repeat simple words often and struggle to name familiar
objects or people. This affects communication because the child may become
frustrated when unable to express needs clearly. In the classroom this can limit
participation during discussions and reduce opportunities to practise new language.
If not supported, vocabulary difficulties may later affect reading and writing.
2. Difficulty understanding and following instructions
A child may struggle to understand simple directions such as “put the book on the
table” or “line up at the door”. This can appear as poor behaviour, but it may actually
reflect difficulty processing spoken language. This affects classroom routines and
can lead to misunderstanding during learning activities. The child may feel isolated
because they cannot easily keep up with peers. Identifying this early allows adults to
adjust communication and provide support.
UNISA
Department of Early Childhood Education and
Development
, CHL2601 ASSESSMENT 2
QUESTION 1
1.1 Explain the term “language delay” and explain its significance in Early
Childhood Care and Education (ECCE).
Language delay refers to a situation where a child develops language and
communication skills later than what is normally expected for their age. This may
affect speaking, understanding language, expressing ideas or responding to others.
The child may know what they want to say but struggle to communicate clearly.
In Early Childhood Care and Education, recognising language delay is important
because language is central to learning and social development. Children use
language to communicate needs, interact with others, follow instructions and
participate in classroom activities. If a delay is identified early, support can be
provided before the difficulty affects confidence, literacy development and later
academic progress. Early intervention also helps children participate more fully in the
learning environment (Department of Basic Education, 2015; Owens, 2020).
1.2 Identify two signs of language delay in children during their early years and
critically explain them.
1. Limited vocabulary for their age
A child with language delay may use fewer words than other children in the same
age group. They may repeat simple words often and struggle to name familiar
objects or people. This affects communication because the child may become
frustrated when unable to express needs clearly. In the classroom this can limit
participation during discussions and reduce opportunities to practise new language.
If not supported, vocabulary difficulties may later affect reading and writing.
2. Difficulty understanding and following instructions
A child may struggle to understand simple directions such as “put the book on the
table” or “line up at the door”. This can appear as poor behaviour, but it may actually
reflect difficulty processing spoken language. This affects classroom routines and
can lead to misunderstanding during learning activities. The child may feel isolated
because they cannot easily keep up with peers. Identifying this early allows adults to
adjust communication and provide support.
