CY POP 20 and Unit 300: Support children’s speech, language and communication development

1. CY POP 20 and Unit 300: Support children’s speech, language and communication development

2. Learning Outcome 1 Understand the importance of speech, language and communication for children’s overall development

3. A simple model:What are speech, language and communication? We put together what we hear, and UNDERSTAND We plan and organise what we will say We use words to share meaning - TALKING We hear, attend and listen We make and use sounds to form words - SPEECH Using language to interact with other people – COMMUNICATION We have to want, need and be confident to communicate

4. Activity 1a What are speech, language and communication? • In small groups, use the cut out cards and decide if they are speech, language or communication skills. • There may be differences of opinion and some might overlap • Feed back to the whole group and discuss your answers

5. Activity 1a:Speech, language or communication?

6. Activity 1a:Speech, language or communication? Possible answers

7. Speech is… The sounds we use for talking As well as the sounds we use, it also includes factors such as: • fluency • volume • intonation and stress on different words • pitch

8. Language includes… Understanding and talking use the following: • Words (vocabulary) and their meanings • How words go together – their order and how this can change meanings (e.g. the difference between statements and questions) • Grammar – for example how word endings change meanings (e.g. past tense) • Sentences joining together to make sense – narratives, stories we share with each other • Higher level skills such as reasoning, inference

9. Communication involves… • Non-verbal communication – for example body language, facial expression, eye-contact, gesture and signing • Conversational skills and rules – for example listening, turn-taking, knowing when and how to start (and finish) talking, how to change topic and using language in different ways.

10. Speech, Language and Communication Needs (SLCN) • Most children follow the expected pattern of development for their speech, language and communication at the expected times. Some, however, do not. These children are described as having speech, language and communication needs (SLCN).

11. Why may children have difficulties? • Difficulties with speech, language and communication (SLC) are surprisingly common • There are a number of factors which are linked to speech, language and communication needs (SLCN) • Sometimes, there may be a combination of factors • For some children and young people, there is no known reason or cause for their needs

12. Factors relating to SLCN 1

13. Factors relating to SLCN 2

14. Portfolio task 1.1 • Develop a glossary for your setting, explaining the terms: • Speech • Language • Communication • Speech, language and communication needs • Give an example of how you might use it in your setting

15. How speech, language and communication skills support other areas of development

16. How speech, language and communication skills support other areas of development Learning includes • Cognitive/ intellectual development • How the brain processes and links information • Imagination , problem-solving and memory • Many complex, inter-related processes

17. How speech, language and communication skills support other areas of development Behaviour • Self-control • Following rules • Understanding cause, effect and consequences

18. How speech, language and communication skills support other areas of development Social development • Sharing and belonging • co-operation • Interacting with others– adults and children • Understanding rules • Making friends

19. How speech, language and communication skills support other areas of development Emotional development • Confidence, self-esteem • Resilience • Understanding and controlling emotions and having words to describe them • Empathy

20. Activity 1b: How do speech, language and communication skills support development • In pairs choose one of the areas of development • Make a summary of what this area includes • Using the summaries you have developed and any other information you have: • Note down 2 ways in which you think speech, language and communication skills are important for this area • It would be useful to think about some children you know to help with this • Share these with your group.

21. Activity 1b: Speech, language and communication skills support these areas...

22. Portfolio task 1.2 • Design a poster for your setting, showing how speech, language and communication skills support children’s: • Learning • Social development • Emotional development • Behaviour

23. What are the impacts of SLCN? • Given the close relationship between speech, language and communication and all areas of development, the impacts for children with SLCN may be significant and wide-ranging • As a group, think of any impacts for children with SLCN

24. Activity 1cPotential Impacts

25. Activity 1c:Potential Impacts – possible answers

26. Portfolio task 1.3 Choose one of the three children described in the learner materials • Using the format provided: • Record any strengths you notice from the profile • Highlight the child’s speech, language and communication needs • Describe how these needs may affect the child’s development now and in the future

27. Transfer into practice 1 • Identify one thing which you feel has been particularly interesting or useful • Identify one thing in your practice that you will change as a result of what you have learned • Comment in your portfolio on how it changes your practice and what the outcome was for the children you are working with

28. Learning outcome 2 • Understand typical speech, language and communication development in children and young people

29. How do children and young people develop their speech, language and communication skills?

30. How do children and young people develop their speech, language and communication skills? • They relate what they hear to what they see, feel, experience and know. • They try their skills out and see what happens and how they work. • The responses they get shape what happens next • As they learn skills, they practise and consolidate them, extend them and build on them

31. Activity 2a - How do children and young people develop their speech, language and communication skills? • You’re going to learn two words which are probably new to you • At the end, which one do you feel you know best? • What helped you develop your understanding of this word?

32. Activity 2b - How do children and young people learning more than one language develop their speech, language and communication skills? • All of the points in the previous three slides apply for children who are learning more than one language too – for developing their home language(s) and English • There are some important things to consider relating to children and young people learning more than one language • In pairs, look at the statements and decide if you feel they are TRUE or FALSE

33. How do children and young people learning more than one language develop their speech, language and communication skills?

34. Speech, language and communication working together

35. Activity 2cAges and stages • Look at one of the available resources describing the ages and stages of children’s speech, language and communication development. • In small groups, choose an age to look at and consider: • How does this relate to your experience of children of that age? • Is there anything you notice which surprises you? • How could the information on ages and stages help you to support the speech, language and communication development of children you work with?

36. Activity 2dWhat’s typical? • This activity focuses on using resources which describe the speech, language and communication skills children and young people demonstrate at different ages • Choose one of the resources to help you in this activity • Choose one of the following tables focusing on 2, 6 and 14 year olds • Using the ages and stages resource, work in small groups to decide which are skills you would expect at this age and which are not

37. Activity 2d: What’s typical for a 2 year old?

38. Activity 2d: What’s typical for a 2 year old? Answers

39. Activity 2d: What’s typical for a 6 year old?

40. Activity 2d: What’s typical for a 6 year old? Answers

41. Activity 2d: What’s typical for a 14 year old?

42. Activity 2d: What’s typical for a 14 year old? Answers

43. For some children, developing speech, language and communication is difficult • They may follow the expected stages of development but at a slower rate • They may be developing some skills as expected, but have particular difficulty in one area • They may have an unusual pattern of development in one or more area of speech, language or communication

44. Activity 2e • Look at the following case studies • In small groups, decide if these children and young people are developing speech, language and communication as expected • If not, discuss the ways in which their skills are not following the patterns expected • Use your ‘ages and stages’ resources to help you.

45. Activity 2e

46. Portfolio task 2.1 • Develop a summary table of the typical stages of speech, language and communication development of children in the following age groups: • 0-5 years • 5-11 years • 11-16 years • For each one, ensure you include understanding and use of language • You can use the sample table supplied if you would like

47. Portfolio task 2.2 • Design a leaflet which clearly explains: • how children and young people develop their speech, language and communication (including children who are learning more than one language) • How speech, language and communication work together for effective interaction • Include information on the ways a child or young person may not develop speech, language and communication effectively

48. Transfer into practice 2 • Identify one thing which you feel has been particularly interesting or useful • Identify one thing in your practice that you will change as a result of what you have learned • Comment in your portfolio on how it changes your practice and what the outcome was for the children you are working with

49. Learning Outcome 3 Be able to identify typical speech, language and communication development of children and young people

50. Observing and reporting on children and young people's communication This is important because: • You gain a picture of their speech, language and communication skills • You can check this against ages and stages to see if they are on track or if there is cause for concern • Over time, you can use observations to monitor progress • Children’s communication can vary greatly depending on the context • Reflecting on observations can help improve your practice in supporting speech, language and communication