CHL2601 ASSIGNMENT 2 2026
DUE 4 JUNE 2026
QUESTION 1: LANGUAGE DELAY
1.1 Explain the term "language delay" and explain its significance in Early
Childhood Care and Education (ECCE).
Language delay refers to a significant lag in the development of language skills
compared to typically developing children of the same age. It occurs when a child fails
to acquire the expected language milestones - including vocabulary, sentence
formation, comprehension, and expressive language, at the expected developmental
stages
(CHL2601 Study Guide, Learning Unit 1, p.10).
Significance in ECCE:
Language delay is critically significant in ECCE because language serves as the
foundation for all learning. According to Vygotsky, children use language to organise
their thinking, and opportunities to hear and use language are essential in early years.
Early identification of language delay allows for timely intervention, preventing
cascading effects on literacy development, academic achievement, social relationships,
and self-esteem. The CAPS document emphasises that teachers need to identify each
learner's needs through formal and informal assessment to accommodate all learners
(CAPS Life Skills, p.67).
,1.2 Identify two signs of language delay in children during their early years and
critically explain them.
Sign 1 Limited vocabulary for age level
Children with language delay typically have a significantly smaller vocabulary than their
peers. By age two, most children use approximately 50-300 words and begin combining
two words; a child with language delay may use fewer than 20 words or fail to combine
words. This limitation is critical because vocabulary size is strongly linked to later
reading success and academic achievement (CHL2601 Study Guide, Learning Unit 3,
p.68). According to Rohde's Comprehensive Emergent Literacy Model (CELM),
language is one of the three core components of emergent literacy. When vocabulary
development lags, it negatively impacts print awareness and phonological awareness,
creating a cumulative disadvantage that becomes increasingly difficult to overcome as
academic demands increase.
Sign 2: Difficulty following simple verbal instructions
A child with language delay may struggle to understand or follow age-appropriate verbal
instructions, such as "put your book on the shelf" or "bring me your cup." This indicates
challenges with receptive language - the ability to comprehend spoken language. This
sign is particularly concerning because, as noted in the CHL2601 Study Guide
(Learning Unit 4, p.72), listening is paramount in any learning event, and young children
should be guided to listen with attention. Difficulty following instructions affects
classroom participation, social interaction with peers, and the ability to benefit from
teacher-directed learning activities. The child may appear non-compliant or inattentive
when the underlying issue is language comprehension. This can lead to frustration,
behavioural problems, and academic failure if not properly identified and addressed.
,1.3 Discuss three intervention suggestions, one from each of the different
professionals (a teacher, a speech therapist, and a principal).
Teacher's intervention: Create a language-rich classroom environment
The teacher should implement daily shared reading sessions using Big Books with
repetitive text and clear illustrations, as outlined in the CAPS document (CAPS Home
Language, p.11-12). The teacher should model rich language, ask open-ended
questions at different comprehension levels (literal, reorganisation, inference, prediction,
evaluation, and personal response), and provide opportunities for learners to retell
stories, dramatise narratives, and engage in conversations about books (CHL2601
Study Guide, Learning Unit 2, p.34-35). The teacher must also use visual supports,
gestures, and concrete objects to reinforce verbal instructions, and ensure that the child
is seated where they can clearly see the teacher's face during instruction.
Speech therapist's intervention: Targeted phonemic awareness activities
The speech therapist would implement structured phonemic awareness interventions
along the developmental continuum: beginning with rhyme recognition and production,
progressing to sentence segmentation, then syllable segmentation, onset-rime blending,
and finally phoneme manipulation (CHL2601 Study Guide, Learning Unit 3, p.69-70).
Activities would include rhyming games (e.g., identifying words that rhyme, completing
rhyming sentences), "I spy" games for initial sound isolation, and segmenting and
blending activities e.g. "c-a-t" makes "cat". The therapist would work one-on-one or in
small groups, providing explicit instruction and corrective feedback, and would train the
teacher and parents to reinforce these activities in the classroom and at home.
, Principal's intervention: Facilitate early identification and support systems
The principal should establish a school-wide early identification protocol where all
Foundation Phase teachers use standardised observation checklists to screen for
language delay at the beginning of each term, as informed by the CAPS requirement
that "the teacher needs to identify each learner's needs through formal and informal
assessment" (CAPS Life Skills, p.67). The principal should allocate time and resources
for teachers to meet with speech therapists, arrange for District-Based Support Teams
to visit the school, and ensure that Individual Support Plans (ISPs) are developed for
identified learners. Additionally, the principal should organise parent workshops on
language stimulation at home and facilitate the creation of a resource bank of language-
enhancing materials for teachers.
1.4 Explain the role of the ECCE teacher in identifying language delays. (4 marks)
The ECCE teacher plays a crucial frontline role in identifying language delays through
systematic observation and ongoing assessment. According to the CAPS Life Skills
document, "assessment is a continuous planned process of identifying, gathering and
interpreting information about the performance of learners" (CAPS Life Skills, p.66). The
teacher must:
Conduct ongoing informal assessment by observing learners during daily routines,
structured activities, and free play, noting any deviations from expected language
milestones (CAPS Life Skills, p.66).
Keep observation records - a good practice is to maintain an observation book
where anything interesting or of concern is noted and followed up daily (CAPS Life
Skills, p.66).
Compare learners to developmental norms by understanding typical language
development stages from birth to age nine as outlined in child development theories
(CHL2601 Study Guide, Learning Unit 1, p.10-13).
Communicate concerns to parents and support teams - the teacher should
sensitively share observations with parents and refer learners for professional
DUE 4 JUNE 2026
QUESTION 1: LANGUAGE DELAY
1.1 Explain the term "language delay" and explain its significance in Early
Childhood Care and Education (ECCE).
Language delay refers to a significant lag in the development of language skills
compared to typically developing children of the same age. It occurs when a child fails
to acquire the expected language milestones - including vocabulary, sentence
formation, comprehension, and expressive language, at the expected developmental
stages
(CHL2601 Study Guide, Learning Unit 1, p.10).
Significance in ECCE:
Language delay is critically significant in ECCE because language serves as the
foundation for all learning. According to Vygotsky, children use language to organise
their thinking, and opportunities to hear and use language are essential in early years.
Early identification of language delay allows for timely intervention, preventing
cascading effects on literacy development, academic achievement, social relationships,
and self-esteem. The CAPS document emphasises that teachers need to identify each
learner's needs through formal and informal assessment to accommodate all learners
(CAPS Life Skills, p.67).
,1.2 Identify two signs of language delay in children during their early years and
critically explain them.
Sign 1 Limited vocabulary for age level
Children with language delay typically have a significantly smaller vocabulary than their
peers. By age two, most children use approximately 50-300 words and begin combining
two words; a child with language delay may use fewer than 20 words or fail to combine
words. This limitation is critical because vocabulary size is strongly linked to later
reading success and academic achievement (CHL2601 Study Guide, Learning Unit 3,
p.68). According to Rohde's Comprehensive Emergent Literacy Model (CELM),
language is one of the three core components of emergent literacy. When vocabulary
development lags, it negatively impacts print awareness and phonological awareness,
creating a cumulative disadvantage that becomes increasingly difficult to overcome as
academic demands increase.
Sign 2: Difficulty following simple verbal instructions
A child with language delay may struggle to understand or follow age-appropriate verbal
instructions, such as "put your book on the shelf" or "bring me your cup." This indicates
challenges with receptive language - the ability to comprehend spoken language. This
sign is particularly concerning because, as noted in the CHL2601 Study Guide
(Learning Unit 4, p.72), listening is paramount in any learning event, and young children
should be guided to listen with attention. Difficulty following instructions affects
classroom participation, social interaction with peers, and the ability to benefit from
teacher-directed learning activities. The child may appear non-compliant or inattentive
when the underlying issue is language comprehension. This can lead to frustration,
behavioural problems, and academic failure if not properly identified and addressed.
,1.3 Discuss three intervention suggestions, one from each of the different
professionals (a teacher, a speech therapist, and a principal).
Teacher's intervention: Create a language-rich classroom environment
The teacher should implement daily shared reading sessions using Big Books with
repetitive text and clear illustrations, as outlined in the CAPS document (CAPS Home
Language, p.11-12). The teacher should model rich language, ask open-ended
questions at different comprehension levels (literal, reorganisation, inference, prediction,
evaluation, and personal response), and provide opportunities for learners to retell
stories, dramatise narratives, and engage in conversations about books (CHL2601
Study Guide, Learning Unit 2, p.34-35). The teacher must also use visual supports,
gestures, and concrete objects to reinforce verbal instructions, and ensure that the child
is seated where they can clearly see the teacher's face during instruction.
Speech therapist's intervention: Targeted phonemic awareness activities
The speech therapist would implement structured phonemic awareness interventions
along the developmental continuum: beginning with rhyme recognition and production,
progressing to sentence segmentation, then syllable segmentation, onset-rime blending,
and finally phoneme manipulation (CHL2601 Study Guide, Learning Unit 3, p.69-70).
Activities would include rhyming games (e.g., identifying words that rhyme, completing
rhyming sentences), "I spy" games for initial sound isolation, and segmenting and
blending activities e.g. "c-a-t" makes "cat". The therapist would work one-on-one or in
small groups, providing explicit instruction and corrective feedback, and would train the
teacher and parents to reinforce these activities in the classroom and at home.
, Principal's intervention: Facilitate early identification and support systems
The principal should establish a school-wide early identification protocol where all
Foundation Phase teachers use standardised observation checklists to screen for
language delay at the beginning of each term, as informed by the CAPS requirement
that "the teacher needs to identify each learner's needs through formal and informal
assessment" (CAPS Life Skills, p.67). The principal should allocate time and resources
for teachers to meet with speech therapists, arrange for District-Based Support Teams
to visit the school, and ensure that Individual Support Plans (ISPs) are developed for
identified learners. Additionally, the principal should organise parent workshops on
language stimulation at home and facilitate the creation of a resource bank of language-
enhancing materials for teachers.
1.4 Explain the role of the ECCE teacher in identifying language delays. (4 marks)
The ECCE teacher plays a crucial frontline role in identifying language delays through
systematic observation and ongoing assessment. According to the CAPS Life Skills
document, "assessment is a continuous planned process of identifying, gathering and
interpreting information about the performance of learners" (CAPS Life Skills, p.66). The
teacher must:
Conduct ongoing informal assessment by observing learners during daily routines,
structured activities, and free play, noting any deviations from expected language
milestones (CAPS Life Skills, p.66).
Keep observation records - a good practice is to maintain an observation book
where anything interesting or of concern is noted and followed up daily (CAPS Life
Skills, p.66).
Compare learners to developmental norms by understanding typical language
development stages from birth to age nine as outlined in child development theories
(CHL2601 Study Guide, Learning Unit 1, p.10-13).
Communicate concerns to parents and support teams - the teacher should
sensitively share observations with parents and refer learners for professional
