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1. Learning Outcome 1 Understand the importance of speech, language and communication for children’s overall development
Supporting notes
Welcome to the EYMP5 PowerPoint Presentation.
Many of the resources, links and PDFs referenced can be found in both the tutor and learner materials.
Many of these resources are also on the memory stick provided and at www.talkingpoint.org.uk/eymp
This website will be updated regularly with new information and resources.
These materials can be reproduced in whole or in part. Information can be included in other publications and presentations for non- commercial use. When using information from these materials please use by copy write of The Communication Trust. These are not for commercial use.
Supporting notes
Welcome to the EYMP5 PowerPoint Presentation.
Many of the resources, links and PDFs referenced can be found in both the tutor and learner materials.
Many of these resources are also on the memory stick provided and at www.talkingpoint.org.uk/eymp
This website will be updated regularly with new information and resources.
These materials can be reproduced in whole or in part. Information can be included in other publications and presentations for non- commercial use. When using information from these materials please use by copy write of The Communication Trust. These are not for commercial use.
2. Supporting notes:
Speech, language and communication are complex skills which interact greatly with each other. This diagram aims to show what speech, language and communication are. This can be described as a process, from listening, through understanding, planning and talking
The grey boxes describe language; understanding (sometimes called comprehension or receptive language) and talking (sometimes called expressive language). Language has structure and rules, which mean that people can convey their message and be understood by others
The yellow box shows speech, which is how children use sounds to make words
The orange box show how we use language with others. This can include non-verbal communication such as eye-contact, turn-taking as well as how conversations work.
Supporting notes:
Speech, language and communication are complex skills which interact greatly with each other. This diagram aims to show what speech, language and communication are. This can be described as a process, from listening, through understanding, planning and talking
The grey boxes describe language; understanding (sometimes called comprehension or receptive language) and talking (sometimes called expressive language). Language has structure and rules, which mean that people can convey their message and be understood by others
The yellow box shows speech, which is how children use sounds to make words
The orange box show how we use language with others. This can include non-verbal communication such as eye-contact, turn-taking as well as how conversations work.
3. 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. Supporting notes:
If you wish to extend this activity learners could sub-divide the language column into 2 – understanding and talking
You could also ask learners to consider which might be the earliest developing skill and which may be the later developing skills
‘s’ for spider shows the importance of speech sounds for developing phonic skills for literacy
There may be useful discussion about how many of the language skills then link to communication. To indicate that language often has an interactive purpose with other people.
Supporting notes:
If you wish to extend this activity learners could sub-divide the language column into 2 – understanding and talking
You could also ask learners to consider which might be the earliest developing skill and which may be the later developing skills
‘s’ for spider shows the importance of speech sounds for developing phonic skills for literacy
There may be useful discussion about how many of the language skills then link to communication. To indicate that language often has an interactive purpose with other people.
4. Activity 1a: Speech, language or communication?
5. Activity 1a: Possible answers Supporting notes:
‘tat’ for cat could also be language as it is conveying meaning
‘s’ for spider is to show the importance of speech and speech sounds for phonic development
A number of the language examples demonstrate the clear overlap with communication – expressing wants or needs; sharing information
Learners could also sub-divide the language column into understanding and talking and discuss which might involve understanding as well as talking.
Supporting notes:
‘tat’ for cat could also be language as it is conveying meaning
‘s’ for spider is to show the importance of speech and speech sounds for phonic development
A number of the language examples demonstrate the clear overlap with communication – expressing wants or needs; sharing information
Learners could also sub-divide the language column into understanding and talking and discuss which might involve understanding as well as talking.
6. 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 Supporting notes:
Speech has rules which dictate the order in which sounds can happen to make words:
For example, in English ‘sr’ cannot start a words, but ‘sp’ can
Different languages have different rules and in some cases use different sounds – this
may be relevant for children who are learning more than one language
There is a developmental order in which children typically learn sounds
Children’s speech development and understanding of sounds is really important for
literacy development
Fluency – many children go through a phase of stammering or stuttering; where their
ideas are ahead of their ability to put the words together effectively.
Volume
Young children often do not control how loud or quietly they speak as well as older
children – perhaps saying embarrassing things at top volume!
Stress on different words can quite subtly change meanings for example, the
difference between “these shoes are small” or “these shoes are small” – where the
first example is comparing different shoes and the second example is emphasising the
size. Thinking of more examples with different stresses is also a good activity
Some children do not have much control over their pitch, but show that they are
learning flexibility with this skill, for example using a high pitched voice when
pretending to be a character in role play or a story.
Supporting notes:
Speech has rules which dictate the order in which sounds can happen to make words:
For example, in English ‘sr’ cannot start a words, but ‘sp’ can
Different languages have different rules and in some cases use different sounds – this
may be relevant for children who are learning more than one language
There is a developmental order in which children typically learn sounds
Children’s speech development and understanding of sounds is really important for
literacy development
Fluency – many children go through a phase of stammering or stuttering; where their
ideas are ahead of their ability to put the words together effectively.
Volume
Young children often do not control how loud or quietly they speak as well as older
children – perhaps saying embarrassing things at top volume!
Stress on different words can quite subtly change meanings for example, the
difference between “these shoes are small” or “these shoes are small” – where the
first example is comparing different shoes and the second example is emphasising the
size. Thinking of more examples with different stresses is also a good activity
Some children do not have much control over their pitch, but show that they are
learning flexibility with this skill, for example using a high pitched voice when
pretending to be a character in role play or a story.
7. 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
Supporting notes:
These points are relevant for understanding and talking
Learning language is very complicated.
Language includes a complex sets of rules. It can be seen like a set of building blocks, where words are added together to make phrases and sentences. Some words can be added to and changed. For example adding an ‘s’ to show more than one of something or adding ’ed’ to show something happened in the past.
However, English is full of lots of exceptions and irregular words. For example one child, two children or “I went to the park” rather than “I goed.”
As children get older, they can do more complex things. For example their sentences are longer, with more complex grammar and ideas and these ideas are linked together in stories or narratives. This is the same with understanding.
When we use the word ‘stories’, this doesn’t just mean making up a pretend story. Much of what we share is like a story. For example what we did at the weekend, what’s happening in an activity, what happened when someone bumped their toe outside. These conversations can be described as stories, as they often have a sequence of events with people (characters) and a point or a purpose.
Higher level skills are really important and look at how we put together language with our knowledge of the world. For example, if I say “I think I’ll take my umbrella today’” what do you understand? That I think it’s going to rain. This is a good example of combining the language which is said with world knowledge and previous experience to make an inference. The words don’t say that it is going to rain, but you infer it.
It may be useful to highlight that in typical language development, children need to understand a word before they will be able to use it. Understanding precedes use.
Supporting notes:
These points are relevant for understanding and talking
Learning language is very complicated.
Language includes a complex sets of rules. It can be seen like a set of building blocks, where words are added together to make phrases and sentences. Some words can be added to and changed. For example adding an ‘s’ to show more than one of something or adding ’ed’ to show something happened in the past.
However, English is full of lots of exceptions and irregular words. For example one child, two children or “I went to the park” rather than “I goed.”
As children get older, they can do more complex things. For example their sentences are longer, with more complex grammar and ideas and these ideas are linked together in stories or narratives. This is the same with understanding.
When we use the word ‘stories’, this doesn’t just mean making up a pretend story. Much of what we share is like a story. For example what we did at the weekend, what’s happening in an activity, what happened when someone bumped their toe outside. These conversations can be described as stories, as they often have a sequence of events with people (characters) and a point or a purpose.
Higher level skills are really important and look at how we put together language with our knowledge of the world. For example, if I say “I think I’ll take my umbrella today’” what do you understand? That I think it’s going to rain. This is a good example of combining the language which is said with world knowledge and previous experience to make an inference. The words don’t say that it is going to rain, but you infer it.
It may be useful to highlight that in typical language development, children need to understand a word before they will be able to use it. Understanding precedes use.
8. 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. Supporting notes:
Non-verbal communication describes the skills that don’t rely on speech or verbal communication
Non verbal communication accounts for a good deal of meaning in our communication
Good ways to demonstrate this are by:
Having mixed messages. For example saying “I’m really pleased to see you” with a cross or miserable face
Giving people communication barriers. For example secretly telling them they must not make eye contact during a conversation and then seeing how others (and they) felt
Using the same message but for different people or purposes. For example asking a friend to lend you five pounds versus asking your boss for a pay rise.
Supporting notes:
Non-verbal communication describes the skills that don’t rely on speech or verbal communication
Non verbal communication accounts for a good deal of meaning in our communication
Good ways to demonstrate this are by:
Having mixed messages. For example saying “I’m really pleased to see you” with a cross or miserable face
Giving people communication barriers. For example secretly telling them they must not make eye contact during a conversation and then seeing how others (and they) felt
Using the same message but for different people or purposes. For example asking a friend to lend you five pounds versus asking your boss for a pay rise.
9. 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). Supporting notes:
The Communication Trust booklet Explaining SLCN may be a useful supplementary resource
Children may have difficulty in one or more areas of speech, language and communication
Their difficulties can be at different levels, for example, they could have slight difficulties in all areas or a significant difficulty in one (or any other combination)
It is important to stress that these can be exacerbated by poor support in the environment . For example adults saying too much or using too complex language. Practitioners should not focus on the child doing things ‘wrong’.Supporting notes:
The Communication Trust booklet Explaining SLCN may be a useful supplementary resource
Children may have difficulty in one or more areas of speech, language and communication
Their difficulties can be at different levels, for example, they could have slight difficulties in all areas or a significant difficulty in one (or any other combination)
It is important to stress that these can be exacerbated by poor support in the environment . For example adults saying too much or using too complex language. Practitioners should not focus on the child doing things ‘wrong’.
10. SLCN: Quick quiz How many children have SLCN?
Around 10% of all children have long-term SLCN
In areas of social disadvantage, 50% or more may have delayed language
2. Many different factors e.g.
Hearing difficulties
Learning difficulties
Autism
Cleft palate
Limited stimulation
Poor adult modelling and interaction
For some, we don’t know Supporting notes:
The Communication Trust booklet Explaining SLCN has more information on this
SLCN is a very common area of need. Practitioners are very likely to be working with children who have some kind of SLCN, particularly if they are based in areas with high levels of social disadvantage
Some children’s needs are specific, primarily with speech, language and communication
Some children’s needs are part of another condition or disability
There are some children where there is no identifiable cause for their needs.Supporting notes:
The Communication Trust booklet Explaining SLCN has more information on this
SLCN is a very common area of need. Practitioners are very likely to be working with children who have some kind of SLCN, particularly if they are based in areas with high levels of social disadvantage
Some children’s needs are specific, primarily with speech, language and communication
Some children’s needs are part of another condition or disability
There are some children where there is no identifiable cause for their needs.
11. First steps in identifying SLCN Supporting notes:
This slide is to support learners to use their knowledge and resources outlining communication development and to help them make judgements about when to be concerned about a child’s speech, language or communication
Evidence shows that early identification and intervention can be effective, so learners will be in a position to really help this process through knowing their children well and knowing what to typically expect
This can be particularly important in areas of social disadvantage. If lots of children have poor language skills or delayed language, practitioners’ expectations can be lowered, without realising that actually many of the children are below the expected level for their age even though they are quite similar to other children in the setting
For children whose language is delayed, with the right support at the right time, they have the potential to catch up, so early identification and intervention is vital. Supporting notes:
This slide is to support learners to use their knowledge and resources outlining communication development and to help them make judgements about when to be concerned about a child’s speech, language or communication
Evidence shows that early identification and intervention can be effective, so learners will be in a position to really help this process through knowing their children well and knowing what to typically expect
This can be particularly important in areas of social disadvantage. If lots of children have poor language skills or delayed language, practitioners’ expectations can be lowered, without realising that actually many of the children are below the expected level for their age even though they are quite similar to other children in the setting
For children whose language is delayed, with the right support at the right time, they have the potential to catch up, so early identification and intervention is vital.
12. 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
13. How speech, language and communication skills support other areas of development Supporting notes:
Speech, language and communication are often described as the central skill for life which this diagram illustrates. The information in each of the other areas of learning provides a brief overview or recap about those areas of learning covered in CYP 3.1. These could be added to, changed or expanded as required. It is sometimes useful to illustrate how important language is for these areas by setting up scenarios where language is not allowed. Some examples are outlined below.
As an adult;
Imagine when you learned a new skill, for example riding a bike or driving a car. How much language was used to help you develop this skill?
When people are trying a new and difficult task, how often do they talk themselves through it either in their head or out loud?
How would you make friends if you were only able to use 3 words?
What happens when someone aggravates you whilst driving and you are not able to speak to them? We rely on our non-verbal communication and behaviour
What happens if you have done something well or bought a new outfit and someone makes a comment but you don’t know if they mean it or not?
Speech, language and communication and a child’s development;
Children need language to learn – research has shown learning to be a social and interactive process dependent on language
Think about toddlers who struggle to manage their behaviour or have tantrums, it is often due to the fact they can not understand or explain things well
Social development – children need to know how to talk and listen to each other in order to make and keep friends
Emotional development – depends on the ability to recognise, label and understand emotions. Children develop emotions through having the language to describe how they are feeling and understanding from adults that there are ways to deal with upsetting situations.
Supporting notes:
Speech, language and communication are often described as the central skill for life which this diagram illustrates. The information in each of the other areas of learning provides a brief overview or recap about those areas of learning covered in CYP 3.1. These could be added to, changed or expanded as required. It is sometimes useful to illustrate how important language is for these areas by setting up scenarios where language is not allowed. Some examples are outlined below.
As an adult;
Imagine when you learned a new skill, for example riding a bike or driving a car. How much language was used to help you develop this skill?
When people are trying a new and difficult task, how often do they talk themselves through it either in their head or out loud?
How would you make friends if you were only able to use 3 words?
What happens when someone aggravates you whilst driving and you are not able to speak to them? We rely on our non-verbal communication and behaviour
What happens if you have done something well or bought a new outfit and someone makes a comment but you don’t know if they mean it or not?
Speech, language and communication and a child’s development;
Children need language to learn – research has shown learning to be a social and interactive process dependent on language
Think about toddlers who struggle to manage their behaviour or have tantrums, it is often due to the fact they can not understand or explain things well
Social development – children need to know how to talk and listen to each other in order to make and keep friends
Emotional development – depends on the ability to recognise, label and understand emotions. Children develop emotions through having the language to describe how they are feeling and understanding from adults that there are ways to deal with upsetting situations.
14. Activity 1b: How do speech, language and communication skills support development In pairs choose one of the areas of development
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.
Supporting notes:
This links closely to CYP 3.1
This activity could be done differently depending on the level of your learners. For example:
Independent research from a variety of sources
Paired work
Working as a small group. Supporting notes:
This links closely to CYP 3.1
This activity could be done differently depending on the level of your learners. For example:
Independent research from a variety of sources
Paired work
Working as a small group.
15. Activity 1b: Speech, language and communication skills support these areas... Supporting notes:
This could be used to collate your whole group responses interactively.
Learners also have a sheet in their materials to use as well if required.
It may be useful to access some of the Communication Trust leaflets. For example Don’t get me wrong which has more details about the impact of SLCN on these areas. Although this resource focuses on the impacts of SLCN, the information could usefully support an understanding of how speech, language and communication are necessary to support the development of learning, behaviour, social and emotional development.
This is available at www.thecommunicationtrust.org.uk/downloadsSupporting notes:
This could be used to collate your whole group responses interactively.
Learners also have a sheet in their materials to use as well if required.
It may be useful to access some of the Communication Trust leaflets. For example Don’t get me wrong which has more details about the impact of SLCN on these areas. Although this resource focuses on the impacts of SLCN, the information could usefully support an understanding of how speech, language and communication are necessary to support the development of learning, behaviour, social and emotional development.
This is available at www.thecommunicationtrust.org.uk/downloads
16. 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
Supporting notes:
Activity 1b should support learners to complete this activity.
They may wish to tailor their poster for either parents or other practitioners in their setting.Supporting notes:
Activity 1b should support learners to complete this activity.
They may wish to tailor their poster for either parents or other practitioners in their setting.
17. 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.
Supporting notes:
Useful resources are listed in the tutor and learner materials. Of particular use for this slide;
I CAN Talk paper – SLCN and the Early Years
I CAN Talk paper – The Cost to the Nation of children's poor communication which provides useful background reading for tutors who wish to know more about the issues surrounding SLCN
See also The Communication Trust’s Don’t get me wrong booklet
This could be completed as per the following slide, thinking about the different areas of speech, language and communication or by thinking about speech, language and communication as a whole.
This activity shows where your learners’ knowledge and thinking lies and to what extent they are able to see a series of possible consequences.Supporting notes:
Useful resources are listed in the tutor and learner materials. Of particular use for this slide;
I CAN Talk paper – SLCN and the Early Years
I CAN Talk paper – The Cost to the Nation of children's poor communication which provides useful background reading for tutors who wish to know more about the issues surrounding SLCN
See also The Communication Trust’s Don’t get me wrong booklet
This could be completed as per the following slide, thinking about the different areas of speech, language and communication or by thinking about speech, language and communication as a whole.
This activity shows where your learners’ knowledge and thinking lies and to what extent they are able to see a series of possible consequences.
18. Activity 1c: Potential Impacts
19. Activity 1c: Potential Impacts – possible answers
Supporting notes: There may be many other possibilities
For all:
Confidence and self-esteem
Shy and withdrawn or aggressive
Frustrated or uncooperative behaviour.
These impacts can clearly link to areas of learning, behaviour, social and emotional development.
It’s also useful to highlight that if a child has difficulty with speech or language then this will automatically have an impact on their communication. If a child’s speech is hard to understand, then their interactions with others will be problematic; they may have to repeat themselves or people may pretend to understand them when they haven’t.
There will be a big impact on communication and similarly with language.
There is lots of evidence which shows that children with SLCN;
Achieve lower academically overall
Are vulnerable to bullying
Are likely to have difficulties with literacy.
There are clear links between language and social disadvantage and there are lots of studies which show that children excluded from school and those in the youth justice system have SLCN which haven’t previously been spotted or supported.
Supporting notes:There may be many other possibilities
For all:
Confidence and self-esteem
Shy and withdrawn or aggressive
Frustrated or uncooperative behaviour.
These impacts can clearly link to areas of learning, behaviour, social and emotional development.
It’s also useful to highlight that if a child has difficulty with speech or language then this will automatically have an impact on their communication. If a child’s speech is hard to understand, then their interactions with others will be problematic; they may have to repeat themselves or people may pretend to understand them when they haven’t.
There will be a big impact on communication and similarly with language.
There is lots of evidence which shows that children with SLCN;
Achieve lower academically overall
Are vulnerable to bullying
Are likely to have difficulties with literacy.
20. 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
Supporting notes:
Children with SLCN often have things they are good at and strengths in other areas.
If the learners are already working with a child they know who has SLCN, they could use that child instead of the case studies provided.Supporting notes:
Children with SLCN often have things they are good at and strengths in other areas.
If the learners are already working with a child they know who has SLCN, they could use that child instead of the case studies provided.
21. 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.
23. Learning outcome 2 Understand the importance and benefits of adults supporting the speech, language and communication development of the children in your setting.
24. Pre-section activity Arrange to watch an activity in your setting for a short period of time; approx 2-3 minutes.
You may find a structured observation sheet useful for this
Make a note of the activity and who was involved
Write down as much as you can of the language of the adult and the language of the child during this activity
Audio recording will help you to do this accurately but you will need appropriate permissions. Supporting notes:
This would be helpful to complete before starting learning outcome 2.
We are assuming that learners will be completing observations elsewhere in their diploma and that there will be structured observation proformas available to help them do this. We have not provided a separate one, but would suggest that the following areas are highlighted to learners observing children's language:
Comment on:
Where the adult was in relation to the child, for example at the same level, standing near them, joining in with the activity
Other aspects of communication for example listening, eye contact, tone of voice, how much time the adult leaves for the child to respond
Highlight the importance of recording exactly what the child says:
It is a common mistake to note down what you think the child has said, rather than what the child actually said. Often we can fill in the gaps where words are missing. For example, showing what the child means in more detail than they actually say, without meaning to or in fact realising we are doing this. If a child says “me go shop dad”, that’s what is written down and not “me go shop with my dad” or “I went to the shop with my dad.”
This may show :
Some examples of how communication is well supported
How adult interaction can sometimes hinder children’s communication. For example, if they ask too many directive questions; if they leave the child too little time to respond; if their language is too long or complex for the child to understand or if it contains unfamiliar vocabulary; if they haven’t engaged the child’s attention at the beginning
Insights into other aspects of communication, such as giving time to respond, getting down to the child’s level.Supporting notes:
This would be helpful to complete before starting learning outcome 2.
We are assuming that learners will be completing observations elsewhere in their diploma and that there will be structured observation proformas available to help them do this. We have not provided a separate one, but would suggest that the following areas are highlighted to learners observing children's language:
Comment on:
Where the adult was in relation to the child, for example at the same level, standing near them, joining in with the activity
Other aspects of communication for example listening, eye contact, tone of voice, how much time the adult leaves for the child to respond
Highlight the importance of recording exactly what the child says:
It is a common mistake to note down what you think the child has said, rather than what the child actually said. Often we can fill in the gaps where words are missing. For example, showing what the child means in more detail than they actually say, without meaning to or in fact realising we are doing this. If a child says “me go shop dad”, that’s what is written down and not “me go shop with my dad” or “I went to the shop with my dad.”
This may show :
Some examples of how communication is well supported
How adult interaction can sometimes hinder children’s communication. For example, if they ask too many directive questions; if they leave the child too little time to respond; if their language is too long or complex for the child to understand or if it contains unfamiliar vocabulary; if they haven’t engaged the child’s attention at the beginning
Insights into other aspects of communication, such as giving time to respond, getting down to the child’s level.
25. Pre-section activity: Follow up and reflection How many questions did the adult ask?
Who said the most?
How long were the child’s sentences?
How well did the child understand?
What helped support speech, language and communication?
Supporting notes:
This could be discussed as appropriate with your group and/or learners could look in more detail about what helped communication.
For example:
Did they understand particular questions and not others such as ‘what’ questions and not ‘why’...? The latter is much more difficult and later to develop
Did they say longer sentences when the adult made a particular response. For example a comment rather than a question
Did they need extra time to respond.
Supporting notes:
26. Why is it important to support children’s speech, language and communication development? Because of its relationship to all areas of learning
Because of the impacts for children if we don’t. Supporting notes:
This could be expanded and re-capped further if required. Please refer to resources in the tutor materials. Supporting notes:
This could be expanded and re-capped further if required. Please refer to resources in the tutor materials.
27. Activity 2a: How do you support and extend children’s speech, language and communication? Supporting notes:
Brainstorm with the group what ways they can think of to support speech, language and communication. Consider different ages of children too, as appropriate.
This will also give an indication of the level of awareness of your learners currently.Supporting notes:
Brainstorm with the group what ways they can think of to support speech, language and communication. Consider different ages of children too, as appropriate.
This will also give an indication of the level of awareness of your learners currently.
28. What affects language development? Research evidence shows: The amount of language children hear is important
What adults say to children is also important
Co operative interactions are very important
The more they hear, the more time their parents spend talking with them and the more types of words they are exposed to, the more children use.
Children seem to develop strong language skills when parents ask open-ended questions, ask children to elaborate, and focus on topics of interest to the child. Responding to what the child is talking about and having familiar routines also promote shared understanding.
Conversations about how people feel and how that affects what they do, are important in learning social communication skills.
Supporting notes:
These studies are based on parents’ language. However, this is equally relevant for Early Years practitioners. This is also reinforced in the Effective Provision of Pre-School Education (EPPE) work where language is a key quality indicator. For more information please copy and paste the below link into your web browser:
www.dcsf.gov.uk/everychildmatters/research/keyresearch/earlyyearschildcare0910/eppeSupporting notes:
These studies are based on parents’ language. However, this is equally relevant for Early Years practitioners. This is also reinforced in the Effective Provision of Pre-School Education (EPPE) work where language is a key quality indicator. For more information please copy and paste the below link into your web browser:
www.dcsf.gov.uk/everychildmatters/research/keyresearch/earlyyearschildcare0910/eppe
29. Making a big difference The skilful communication of practitioners with children is seen as an indicator of quality in early years provision. Supporting notes:
The Effective Provision of Pre-School Education (EPPE) study has highlighted very clearly that responsive interactions between staff and children are an indicator of high quality provision in the early years. It is really important for learners to understand what a crucial difference they can make by supporting children’s speech, language and communication effectively.
Supporting notes:
The Effective Provision of Pre-School Education (EPPE) study has highlighted very clearly that responsive interactions between staff and children are an indicator of high quality provision in the early years. It is really important for learners to understand what a crucial difference they can make by supporting children’s speech, language and communication effectively.
30. Quick quiz When can you support speech, language and communication?
When should you extend children’s speech, language and communication? Any time – all the time!
From when children are tiny babies
In everyday routines
In all activities and play
1:1 and in groups
Set up specific opportunities/activities Supporting notes:
It is important for learners to understand that supporting speech, language and communication isn’t always about them as adults doing and saying a lot. Giving children time, space and opportunities to explore and develop language is really important. Similarly for extending language, there needs to be a judgement about how and when to do this. Children need to enjoy their communication and not always be ‘challenged’ to extend all the time. They need time to practise and consolidate what they know.
Extending language might be
Adding a word or phrase to a sentence. Child: “I saw bus” Adult: “ah, so you saw a bus. Yes, I see it’s a red bus”
Providing more complex vocabulary to describe the same thing. Adult: “that elephant is big, he’s enormous”
Adding information in play situations: “I see you two are playing with toy dogs. There are lots of different types of dogs you could be, like a Spaniel, Great Dane, Labrador...”
For all of the techniques and approaches, these are also things which are beneficial for parents to do. Although this unit does not have specific learning outcomes in relation to parents, it is important to highlight throughout that:
Parents have a crucial role in supporting the speech, language and communication development of their babies and children
Some parents may need additional support in finding and using the best ways to do this. There may be many different ways to achieve, including modelling, information sharing or specific parent training
Involving and including parents in how you are supporting their child’s speech, language and communication is vital as is listening to any concerns they may have about their child’s development
For more information and support for parents please visit www.talkingpoint.org.uk or www.afasic.org.ukSupporting notes:
31. Supporting the communication development of babies Attachment is crucial in supporting communication development
Give babies time to process and respond
Opportunities for early communication – eye contact, sound-making, turn-taking
Using ‘parentese’
Rhymes and songs
Shared attention
Running commentary for every day events Supporting notes:
Currently, in the field of speech, language and communication the importance of attachment is experiencing a great resurgence, so the importance of secure attachment to successful communication development is important to make.
Following babies’ leads and giving them plenty of time to respond is important
Many of our interactions with babies are in themselves early communication. They use a very limited range of sounds (e.g. crying and cooing) to get their meaning across. Adults responding to these sounds will support early exchange.
Much of our communication as adults is non verbal, so those early interactions with babies – looking at them, smiling, playing with sounds, including imitating the sounds they make are all crucial pre-cursors for speech, language and communication development.
Parentese describes how adults (often instinctively) change the way they talk with babies often in a higher pitch, simple, repetitive language emphasising key words, and exaggerated facial expressions.
Rhymes and songs are important ways to support early (and later) language development, with rhythm and tunes, plus their repetitive nature and actions.
Shared attention is essential for babies to start making the links between what adults say and what each ‘noise’ represents. Therefore showing babies objects and labelling them as you talk is important.
Even though babies will not yet understand the words used, providing a commentary and telling them what you are doing during every day activities like nappy changing or feeding can provide reassurance and are good opportunities for 1:1 interactions.
Supporting notes:
32. Techniques and approaches 1 Watch the clip from Learning to Talk, Talking to Learn
Its top 10 techniques are:
Get the child’s attention first
Make learning fun
Use simple repetitive language
Build on what the child says to you
Demonstrate rather than criticise
Imitate the child’s language
Use all the senses to teach new words
Give the child time to respond
Be careful with questions
Use the full range of expression Supporting notes:
These are some additional notes for some of the techniques
1. Getting attention
Look at the child you are talking to at their own level
Remove distractions e.g. if a child is holding, looking at or distracted by something during an activity.
Think about the areas in which we play and learn. In an area where children listen to stories and need to employ good listening and attention skills, try to limit the visual and auditory distractions e.g. try to limit displays and mobiles so that there is less visual distraction around large group areas, try to organise the session so that background noise is reduced at group times.
Say a child’s name to get them to stop, look and listen
Use a light touch on an arm
Use sound or music e.g. ‘Tidy up time’ background music.
2. Make learning fun
Practitioners may also play around with words, sounds and sentences outlining to children how words sound, how to rhyme words and the numbers of syllables in words.
3. Use simple language
Saying words slowly and emphasising key vocabulary will help children learn new words in play and everyday situations. e.g. with zoo animals, “you have the zebra, I’ve got the leopard”, “my leopard runs fast.”
Language is often repeated in stories and songs and children enjoy learning these words and phrases. Children enjoy hearing stories and songs repeated day after day. When they are familiar with language they can understand some of the language before they can use it for themselves. e.g. a baby can anticipate the ‘tickle’ when the practitioner begins the rhyme ‘round and round the garden.’
4. Build on what the child says to you
When reinforcing and expanding language, practitioners may find that they often add words which are related to size, a colour concept, a describing word or an action word (verb) e.g. ‘run’. Try to make sure that you use a mixture of word types not always numbers or size.
8. Give the child time to respond
There is some research (Stahl, Robert J May 1994 Using ‘Think Time’ and ‘Wait Time’ Skilfully in the Classroom) which shows evidence that some children can take up to 7 seconds to listen to some information, process it and then respond. This is really important because as adults, we can sometimes be too quick to fill the gap and leap in before the child has had a chance to properly process, think, plan and make their response. It’s important to remember that children need time before we jump to their assistance or ask them again.
Supporting notes:
These are some additional notes for some of the techniques
1. Getting attention
Look at the child you are talking to at their own level
Remove distractions e.g. if a child is holding, looking at or distracted by something during an activity.
Think about the areas in which we play and learn. In an area where children listen to stories and need to employ good listening and attention skills, try to limit the visual and auditory distractions e.g. try to limit displays and mobiles so that there is less visual distraction around large group areas, try to organise the session so that background noise is reduced at group times.
Say a child’s name to get them to stop, look and listen
Use a light touch on an arm
Use sound or music e.g. ‘Tidy up time’ background music.
2. Make learning fun
Practitioners may also play around with words, sounds and sentences outlining to children how words sound, how to rhyme words and the numbers of syllables in words.
3. Use simple language
Saying words slowly and emphasising key vocabulary will help children learn new words in play and everyday situations. e.g. with zoo animals, “you have the zebra, I’ve got the leopard”, “my leopard runs fast.”
Language is often repeated in stories and songs and children enjoy learning these words and phrases. Children enjoy hearing stories and songs repeated day after day. When they are familiar with language they can understand some of the language before they can use it for themselves. e.g. a baby can anticipate the ‘tickle’ when the practitioner begins the rhyme ‘round and round the garden.’
4. Build on what the child says to you
When reinforcing and expanding language, practitioners may find that they often add words which are related to size, a colour concept, a describing word or an action word (verb) e.g. ‘run’. Try to make sure that you use a mixture of word types not always numbers or size.
8. Give the child time to respond
There is some research (Stahl, Robert J May 1994 Using ‘Think Time’ and ‘Wait Time’ Skilfully in the Classroom) which shows evidence that some children can take up to 7 seconds to listen to some information, process it and then respond. This is really important because as adults, we can sometimes be too quick to fill the gap and leap in before the child has had a chance to properly process, think, plan and make their response. It’s important to remember that children need time before we jump to their assistance or ask them again.
33. Activity 2b: Questions and activities from DVD Which of the techniques do you currently use?
Discuss with a partner which of the techniques you find particularly useful and why
Choose one technique you haven’t used before and make a plan to use it in your setting
When you have tried this out, discuss with your group how you used the technique and how effective it was and make a comment in your portfolio.
Supporting notes:
The clip mentioned from Learning to Talk, Talking To Learn can be accessed at the below link under the heading Top Tips for Early Years Practitioners
www.talkingpoint.org.uk/video/video%20for%20professionals.aspxSupporting notes:
The clip mentioned from Learning to Talk, Talking To Learn can be accessed at the below link under the heading Top Tips for Early Years Practitioners
www.talkingpoint.org.uk/video/video%20for%20professionals.aspx
34. Activity 2c: Techniques and approaches 2 Different ways to support and extend speech, language and communication
Choose one of the techniques or strategies you have learned or read about
Plan a brief presentation, explaining and demonstrating how you would use this technique to support speech, language and/ or communication
Highlight what age of child this might be particularly good for.
Supporting Notes:
This is an optional activity to build on from the DVD clip. There are some resources available which have more detailed examples of methods to support speech, language and communication. Some of these techniques could be explored and demonstrated by tutors, if more appropriate.
Two resources can be found here:
www.talkingpoint.org.uk/The%20Basics/Ages%20and%20Stages/aspx
There are a series of ways to support and extend language, focusing at different stages of development 6-12 months; 12-18months; 18-24 months; 2-3 years; 3-4 and 4-5 years. Learners could choose an age they work with to explore in more detail the possible methods.
Elklan Early Language Builders is a published resource which includes a range of ways of encouraging speech, language and communication. All resources are referenced in the tutor and learner materials.
This activity could be done in different groups e.g. looking at different areas of speech, language or communication.Supporting Notes:
This is an optional activity to build on from the DVD clip. There are some resources available which have more detailed examples of methods to support speech, language and communication. Some of these techniques could be explored and demonstrated by tutors, if more appropriate.
Two resources can be found here:
www.talkingpoint.org.uk/The%20Basics/Ages%20and%20Stages/aspx
There are a series of ways to support and extend language, focusing at different stages of development 6-12 months; 12-18months; 18-24 months; 2-3 years; 3-4 and 4-5 years. Learners could choose an age they work with to explore in more detail the possible methods.
Elklan Early Language Builders is a published resource which includes a range of ways of encouraging speech, language and communication. All resources are referenced in the tutor and learner materials.
This activity could be done in different groups e.g. looking at different areas of speech, language or communication.
35. Techniques and approaches 3 Exploring different ways of talking with children
There are 5 different ways of supporting and extending talking:
‘Enforced repetitions’
Two choice questions
‘Wh-’ type questions
Personal contributions
Phatics
Supporting notes:
This is a more complex and detailed look at different questioning and interaction approaches more specifically. This would be optional for learners at a more advanced level of experience and skill.
The following slides outline 5 different ways of talking with children. This was part of a research study, looking at the most useful ways to support and extend children’s talking, particularly for children who were reluctant to communicate or who had SLCN.
The different approaches show different outcomes in the language children use. There is a summarising activity at the end of the 5 slides.
More information on the research study can be found at
Dillon, J.T. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology 74, 2, 147-165
Wood, D., Wood, H., Griffiths, A. and Howarth, I. (1986). Teaching and talking with deaf children. Chichester: Wiley
Caroline Bowen’s website: www.speech-language-therapy.com
Supporting notes:
This is a more complex and detailed look at different questioning and interaction approaches more specifically. This would be optional for learners at a more advanced level of experience and skill.
The following slides outline 5 different ways of talking with children. This was part of a research study, looking at the most useful ways to support and extend children’s talking, particularly for children who were reluctant to communicate or who had SLCN.
The different approaches show different outcomes in the language children use. There is a summarising activity at the end of the 5 slides.
More information on the research study can be found at
Dillon, J.T. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology 74, 2, 147-165
Wood, D., Wood, H., Griffiths, A. and Howarth, I. (1986). Teaching and talking with deaf children. Chichester: Wiley
Caroline Bowen’s website: www.speech-language-therapy.com
36. Activity 2d: Techniques and approaches 3 For each one, consider…
How well does the approach support and extend the child’s language?
How could the adult improve their questioning or interaction?
How often do you currently use each approach in your talk with children? Supporting notes:
This activity would work best if you show the slides one at a time, with learners having time to complete the follow up sheet after each one. This will help to segment the different approaches and give some thinking time after each one. There is an answer sheet at the end which summarises the information and the findings from the research.Supporting notes:
This activity would work best if you show the slides one at a time, with learners having time to complete the follow up sheet after each one. This will help to segment the different approaches and give some thinking time after each one. There is an answer sheet at the end which summarises the information and the findings from the research.
37. Activity 2d: Follow up – Which work well to support and extend language?
38. 1. Enforced questions Child says: “Biscuit”
Adult says: “Say ‘please can I have a biscuit’”
Child says: “Biscuit”
39. 2. Two-choice questions The adult asks the child a question where there are only two choices – this includes either yes/no answers or ‘forced alternatives’
Adult: “Is that an elephant?”
Child: “No”
OR
Adult: “Is that an elephant or a giraffe?”
Child: “Giraffe”
Supporting notes:
In this example, the research showed:
Children tend to say less
Either one word answers or a non verbal response
It is difficult to know if the child has really understood
Two choice - questions can make children passive in their communication.
However, there are occasions when these forced alternatives are useful. For example where a child has very limited vocabulary and you are hoping for a verbal response rather than a gesture or where a child has difficulties in making choices.
Supporting notes:
In this example, the research showed:
Children tend to say less
Either one word answers or a non verbal response
It is difficult to know if the child has really understood
Two choice - questions can make children passive in their communication.
However, there are occasions when these forced alternatives are useful. For example where a child has very limited vocabulary and you are hoping for a verbal response rather than a gesture or where a child has difficulties in making choices.
40. 3. Wh Questions Adult asks a question starting why, what, when etc
Adult: “Who’s that?”
Child: “Daddy”
Adult: “Where’s he going?”
Child: “Shop”
Adult: “Why?”
Child: “Car”
Supporting notes:
Why did the child answer car for the final question? Children understand ‘why’ later than some other question words so this may be an indication that they haven’t understood and/or don’t understand this word yet
Lots of ‘Wh’ questions can make the child quite passive
‘Wh’ questions are only likely to help if the child understands the question.
Supporting notes:
Why did the child answer car for the final question? Children understand ‘why’ later than some other question words so this may be an indication that they haven’t understood and/or don’t understand this word yet
Lots of ‘Wh’ questions can make the child quite passive
‘Wh’ questions are only likely to help if the child understands the question.
41. 4. Personal Contributions Adult avoids asking questions, but gives their personal contributions around something that the child is interested in.
Adult: “I went to the park at the weekend”
Child: “Me too!”
Adult: “I played football with Rosie”
Child: “I played on the swings”
Adult: “Oh, I’m a bit too big for the swings”
Child: “Not me, I can go so high”
Adult: “So high you touch the clouds…”
Child: “Even higher…”
Supporting notes:
Children initiate more conversational turns
Children initiate more conversational topics
Children are more talkative.
There can be ‘uncomfortable silences’ when using this style.
It is easy to get over this ‘fear of silence’!
Supporting notes:
Children initiate more conversational turns
Children initiate more conversational topics
Children are more talkative.
There can be ‘uncomfortable silences’ when using this style.
It is easy to get over this ‘fear of silence’!
42. 5. Phatics Adult tries to say nothing with any ‘content’, just “makes the right noises”. They try to avoid questions and take the child’s lead
Adult: “Hey, look at that…”
Child: “It’s a princess”
Adult: “Aha…”
Child: “She’s gonna get eaten by the dragon “
Adult: “Oh no, scary …”
Child: “But she doesn’t taste so good”
Adult: “Yuk…”
Child: “She tastes like slugs”
Adult: “Disgusting – even for a dragon”
Child: “Yeah, cos he likes marshmallows”
Supporting notes:
YES – best of all
Children say more with this style
The effect can be quite dramatic
Some begin to tell stories.
Supporting notes:
YES – best of all
Children say more with this style
The effect can be quite dramatic
Some begin to tell stories.
43. Activity 2d Answers: Which work well to support and extend language? Supporting notes:
Answers for the section.
Detail for each also on notes page for each slide.Supporting notes:
Answers for the section.
Detail for each also on notes page for each slide.
44. Transfer into practice 2 Choose either personal contributions or phatics and try this technique out in your setting
Make a note of the activity, context and child you were working with
Record (or ask someone else to) a short section of yours and the child’s language in this activity
What do you notice?
Evaluate how well this worked and make a note in your portfolio.
45. Summary: what works well to support speech, language and communication? Techniques with a child Encouraging the quieter children
Using many different types of words
Taking child’s lead
Routines for understanding
Conversations about feelings
Open-ended questions
Children asked to elaborate. What settings can do Training for practitioners
Language interventions
Language embedded throughout the day
Structured activities
Communication groups
Parent programmes
Supporting notes:
These are some of the activities and approaches which have been proven to work in research.
Its important that students have knowledge and practice of these skills in their “toolkit” to use as appropriate with children at different ages and stages.Supporting notes:
These are some of the activities and approaches which have been proven to work in research.
Its important that students have knowledge and practice of these skills in their “toolkit” to use as appropriate with children at different ages and stages.
46. Supporting the speech, language and communication of children with more than one language All techniques and approaches to support speech, language and communication are equally useful for children with more than one language
Speaking more than one language is a great opportunity
It is important to value the child’s home language
For children with very limited English, think about the best ways to engage them – maybe learn some key words in their home language
Consider the best ways to involve parents
Children learning more than one language DO NOT have SLCN UNLESS they are having difficulties learning their home language as well Supporting notes:
A glossary of terms relating to bilingualism can be found at www.afasicengland.org.uk/publications/glossary-sheets
Guidance on supporting children with more than one language can be found at
www.nationalstrategies.standards.dcsf.gov.uk/node/85337?uc%20=%20force_uj
Supporting notes:
A glossary of terms relating to bilingualism can be found at www.afasicengland.org.uk/publications/glossary-sheets
Guidance on supporting children with more than one language can be found at
www.nationalstrategies.standards.dcsf.gov.uk/node/85337?uc%20=%20force_uj
47. Portfolio task 2.1 Choose 3 different activities or daily routines from your setting
Show ways that adults can support speech, language and/or communication
Include at least one supporting method and one method which extends speech, language or communication
Explain why these methods will help speech, language or communication.
48. The benefits of supporting children’s speech, language and communication We have looked at why it’s important to support children’s speech, language and communication development:
Because of its relationship to all areas of learning
Because of the impacts for children if we don’t.
Supporting notes:
This again collates learning from previous outcomes but could be expanded in more detail here if required.Supporting notes:
This again collates learning from previous outcomes but could be expanded in more detail here if required.
49. Portfolio task 2.2 Complete the chart, showing the positive effects for children and their families when children's speech, language and communication is supported
You could include information about the different areas of child development in your answers.
50. Speech, language and communication development Speech, language and communication each have expected patterns of development and follow a typical order
Many of the skills build upon each other
Children may, however, develop these skills at their own pace
There are a number of useful resources, which outline the expected pattern of development for children’s speech, language and communication
Knowing and using these resources will help to check if a child is following the typical pattern and is at an appropriate stage for their age.
Supporting notes:
There are useful resources and information to support this area if necessary.
All the relevant resources can be found in the tutor and learning materials. Supporting notes:
There are useful resources and information to support this area if necessary.
All the relevant resources can be found in the tutor and learning materials.
51. Activity 2e: Ages and stages When would you expect a child to..? Use 20 single words
Express emotions using words as well as actions
Follow a simple story without pictures
Know between 200-500 words
Use sounds to babble
From 3 - 6 months
Supporting notes:
These ages and stages are taken from the downloadable I CAN poster which can be found in the resources information of the tutor and learner materials. The poster can also be found on the enclosed memory stick and at www.talkingpoint.org.uk/eymp. This website will be updated regularly with new resources and information.
The activity is not essential but provides an interesting reminder of how children's levels can vary and the usefulness of developmental information.Supporting notes:
These ages and stages are taken from the downloadable I CAN poster which can be found in the resources information of the tutor and learner materials. The poster can also be found on the enclosed memory stick and at www.talkingpoint.org.uk/eymp. This website will be updated regularly with new resources and information.
The activity is not essential but provides an interesting reminder of how children's levels can vary and the usefulness of developmental information.
52. If you are concerned about a child’s speech, language and communication development… Your setting may have a process in place for discussing concerns and putting actions into place for children who may have SLCN
If you have concerns, use your observation skills to note down examples of why you are concerned and check these against developmental charts
It’s important to appropriately involve parents if you have concerns and your setting should have guidance on this. Supporting notes
For more information on where to go if you have concerns please look at the resources in your learner and tutor materials.
Alternatively visit www.talkingpoint.org.ukSupporting notes
For more information on where to go if you have concerns please look at the resources in your learner and tutor materials.
Alternatively visit www.talkingpoint.org.uk
53. Portfolio task 2.3 Choose 2 different children of a similar age, but who have different levels of language
Complete the ‘all about me’ sheet for each child
Identify ways you would support each child in your setting during settling in and planning, based on their language levels. Supporting notes:
In the learner handbook you will find a couple of case studies for learners to use if they do not have access to two children of the same age, but with differing levels of language.
Other supporting resources to help with developmental levels can be found at:
I CAN
Ages and stages posters
http://www.ican.org.uk/sitecore/content/Home/DVDs%20and%20Books/~/media/ICAN%20website/7%20Info%20Resources%20Publ/Resources/Sof%20D%20poster%20Openreach.ashx
This is a downloadable poster which looks at the stages of language development and can also be found on the enclosed memory stick.
www.nationalstrategies.standards.dcsf.gov.uk/pu34/idp
Useful information and resources can be found at the Communication,
Language and Literacy section of The Early Years Foundation Stage (EYF),
areas of Learning and Development via the above link
Supporting notes:
In the learner handbook you will find a couple of case studies for learners to use if they do not have access to two children of the same age, but with differing levels of language.
Other supporting resources to help with developmental levels can be found at:
I CAN
Ages and stages posters
http://www.ican.org.uk/sitecore/content/Home/DVDs%20and%20Books/~/media/ICAN%20website/7%20Info%20Resources%20Publ/Resources/Sof%20D%20poster%20Openreach.ashx
This is a downloadable poster which looks at the stages of language development and can also be found on the enclosed memory stick.
www.nationalstrategies.standards.dcsf.gov.uk/pu34/idp
Useful information and resources can be found at the Communication,
Language and Literacy section of The Early Years Foundation Stage (EYF),
areas of Learning and Development via the above link
55. Learning Outcome 3 Be able to provide support for the speech, language and communication development of the children in your setting.
56. Portfolio Task 3.1 Providing support for speech, language and communication – a case study
Choose 3 children you work with
Outline their levels of speech, language and communication
Demonstrate how you support and extend their speech, language and communication, highlighting the different methods you used
Include at least one example of 1:1 work with a child and one example of working in a group
Include at least 2 day to day activities which are happening in your setting
Evaluate how well the support worked.
57. Developing a Case Study There are a number of skills needed when developing a case study
Observation – watching what the child, and others involved, do and say
Recording – making a careful note of your observations and the context
Checking– using information on development to see if a child is on track
Analysing – using your observations and being clear about what you have found out, using examples to explain
Evaluation and reflection– what went well, what the child’s successes were and what you could improve next time.
Supporting notes:
We would expect that learners will receive guidance on how to develop a case study through observation throughout the diploma, so we have not included detailed guidance on this.
This is a simple summary of some thoughts, and could be omitted if required.
Key points to consider in relation to observing speech, language and communication are in terms of:
Ensuring the child understands what will be happening
Making sure that non-verbal communication is recorded as well
Ensuring that what the child and adult say are accurately recorded, without inadvertently filling in gaps or extending what the child has said without realising.Supporting notes:
We would expect that learners will receive guidance on how to develop a case study through observation throughout the diploma, so we have not included detailed guidance on this.
This is a simple summary of some thoughts, and could be omitted if required.
Key points to consider in relation to observing speech, language and communication are in terms of:
Ensuring the child understands what will be happening
Making sure that non-verbal communication is recorded as well
Ensuring that what the child and adult say are accurately recorded, without inadvertently filling in gaps or extending what the child has said without realising.
59. Learning Outcome 4 Be able to contribute to maintaining a positive environment that supports speech, language and communication.
60. The environment
61. Physical environment Making opportunities available – through planning and throughout the day
Including a range of child and adult-led activities
Toys, resources and activities
Communication ‘friendly’ – for example
space, light and layout
noise levels
visual support
clear and consistent routines
Supporting notes:
Many different resources describe ‘communication friendly’ or ‘communication supportive’ environments, settings or spaces.
These will be useful to support learners pull together information to complete this task.
These resources can be found within the tutor and learner materials. Supporting notes:
Many different resources describe ‘communication friendly’ or ‘communication supportive’ environments, settings or spaces.
These will be useful to support learners pull together information to complete this task.
These resources can be found within the tutor and learner materials.
62. Adults Using techniques and approaches, based on a good knowledge of the child’s level of development
Finding out more about speech, language and communication – ongoing professional development and training
Knowing role and responsibilities relating to speech, language and communication
Crucial role of parents in supporting language.
63. Child Following child’s lead and interests
Listening to their views
Involving them in planning and making decisions.
64. Portfolio task 4.1 Using relevant materials, design a booklet for your setting showing why and how the environment is important in supporting children’s speech, language and communication development.
Supporting Notes:
Useful resources include;
www.nationalstrategies.standards.dcsf.gov.uk/node/84399
EYFS Principles into Practice cards, enabling environments. These provide first level
guidance to support practitioners in putting the EYFS principles into practice.
www.nationalstrategies.standards.dcsf.gov.uk/node/84490
This document, found within the Communication, Language and Literacy section of
the EYFS provides guidance for setting the standards for learning, development and
care for children from 0–5 years. Page 42 looks at enabling environments.
www.symbolsinclusionproject.org/resources/classroom/cfe/index.htm
Warwickshire has developed 3 booklets, which schools and settings can use to audit
their environment in relation to communication friendly environments.
www.elizabethjarmanltd.co.uk
This website offers a lot of information and resources to support communication
friendly spaces.
www.talkingpoint.org.uk/for%20professionals/adapting%20the%20environment.as
px
This is a brief introduction to some ideas of how to adapt the educational
environment for children and young people with speech, language and
communication needs and is also applicable to ‘typically’ developing children.
Supporting Notes:
Useful resources include;
www.nationalstrategies.standards.dcsf.gov.uk/node/84399
EYFS Principles into Practice cards, enabling environments. These provide first level
guidance to support practitioners in putting the EYFS principles into practice.
www.nationalstrategies.standards.dcsf.gov.uk/node/84490
This document, found within the Communication, Language and Literacy section of
the EYFS provides guidance for setting the standards for learning, development and
care for children from 0–5 years. Page 42 looks at enabling environments.
www.symbolsinclusionproject.org/resources/classroom/cfe/index.htm
Warwickshire has developed 3 booklets, which schools and settings can use to audit
their environment in relation to communication friendly environments.
www.elizabethjarmanltd.co.uk
This website offers a lot of information and resources to support communication
friendly spaces.
www.talkingpoint.org.uk/for%20professionals/adapting%20the%20environment.as
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This is a brief introduction to some ideas of how to adapt the educational
environment for children and young people with speech, language and
communication needs and is also applicable to ‘typically’ developing children.
65. An environment that supports speech, language and communication Include
Information on WHY it is important
A checklist of key factors which support communication
Evidence of how your setting provides an environment which supports communication and examples of why this support is effective
Two ways your setting could develop its communication environment further with suggestions on how to do this.
66. 2011 is the National Year
of Communication
‘Hello’ is a national campaign run by The Communication Trust, complementing the Government’s commitment to support children with speech, language and communication needs.
Please visit www.hello.org.uk for more information on how you and your setting can help improve the communication skills of children and young people – so that they can live their life to the full.
Hello
67. For more information please visit The Communication Website at www.thecommunicationtrust.org.uk
To view all the resources within this pack, along with further support and information please visit www.talkingpoint.org.uk/eymp
This website will be updated regularly. Thank you
