Support speech, language and communication development
Observe parents in interaction with their own child: Do they speak differently with their child to the way that they speak with staff? How does their body language change when they speak with a different child (for example, their child’s friend)? How does their own child respond to them? Does the parent expect more or less than staff do about the child’s communication and understanding skills?
Table of Contents
- Tutorial Video
- Reading Materials
- ‘What are speech, language and communication needs?’ from the Royal College of Speech and Language Therapists
- ‘Ages and Stages’ from the Speech and Language UK website.
- ‘Our evidence’ from Speech and Language UK
- ‘The links between speech, language and communication needs and social disadvantage’ from the Royal College of Speech and Language Therapists
- ‘Supporting Children’s Speech, Language and Communication Development in Early Years Settings and Schools’ from Cumbria County Council
- ‘Where to start when assessing children’s communication skills in early childhood education’ from the NZ Education Hub
- ‘English as an additional language’ from the UK government
- Presentation
- Click on the icon to the left to launch this lesson's presentation on speech, language and communication called 'Speak Up'
- Click on the icon to the left to launch this lesson's presentation on speech, language and communication called 'Supporting communication'
- Good Practice Example
- Good Practice Example
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- 'Speech, Language and Communication and the Children’s Workforce’ produced by The Communication Trust’ looks at the importance of everyone working with children and young people having a clear understanding of the relevance of speech, language and communication development and needs for their work.
- ‘Growing up speaking more than one language’ from Happy to Talk. What are the benefits of bilingualism?
- Bilingualism Matters is a centre at the University of Edinburgh which offers resources for bilingual families and for teaching those who are bilingual. Click on this link to read some of their documents.
- 'Speech, Language & Communication’ from the National Children’s Bureau (NCB) includes information on how children normally develop speech, language and communication.
- Observe parents in interaction with their own child: Do they speak differently with their child to the way that they speak with staff? How does their body language change when they speak with a different child (for example, their child’s friend)? How does their own child respond to them? Does the parent expect more or less than staff do about the child’s communication and understanding skills?
- Observe a group of children or young people interacting without the intervention of adults: How do they respond to each other? Is there an obvious leader? Why do you think this is? Do they communicate with words only? What else do they use to assist their developing communication skills?
- The Communication Trust has produced the 'Communication Supporting Classroom Observation Tool'.
- Click on the link to read ‘The Impact of Lockdown on Language Development’ from MEplace.
- ICAN has produced this document on ‘Speaking up for the Covid generation’.
- This webinar from Ofstednews looks at the ‘Early years curriculum: The importance of communication and language’’. It examines variations in communication and language skills and how to develop those skills.
- This second webinar from Ofstednews is titled ‘Part 2 - Early years curriculum: A curriculum for communication and language’. It explores what a good curriculum should look like to support development of communication and language.
- Think And Challenge
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