1. CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 9 Supporting emergent literacy © Hodder & Stoughton Limited

2. CACHE Level 3 Early Years Educator LO5 Understand partnership working. AC 5.1 Discuss ways to work with others to support children’s emergent literacy from birth to 7 years. LO6 Understand inclusive practice in relation to emergent literacy. AC 6.1 Analyse the role of the early years practitioner when supporting children with: speech, language and communication delay English as an additional language. © Hodder & Stoughton Limited

3. CACHE Level 3 Early Years Educator Starter activity LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1] Time: 15 mins Can you speak another language? If you can, speak a few words to a partner and see if they understand what you are saying. Being surrounded by others who speak differently to you can be daunting. Discuss: How does it feel to be in a country where you only speak a little of the language? Have you ever travelled to a country where you do not understand any of the language either written or spoken? How did that feel? © Hodder & Stoughton Limited

4. CACHE Level 3 Early Years Educator LO5 Understand partnership working [AC 5.1] Working with others to support children’s emergent literacy Emergent literacy skills start developing at a very early age. They include: Being aware of sounds Being able to identify shapes, numbers and letters Being familiar with the fact that books are read in a certain way, for example: holding a book up the right way and knowing how to turn pages to get to the next part of the story. © Hodder & Stoughton Limited

5. CACHE Level 3 Early Years Educator Working with others to support children’s emergent literacy It is very important that practitioners work in partnership with parents/carers to support and develop children’s emergent literacy skills. It may be necessary to call in other professionals if there is concern with a child’s communication and language development. © Hodder & Stoughton Limited LO5 Understand partnership working [AC 5.1]

6. CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Parents as partners How can parents/carers be encouraged to support their child’s emergent literacy skills? What may stop a parent/carer from supporting their child’s emergent literacy skills? How can you overcome these problems? © Hodder & Stoughton Limited LO5 Understand partnership working [AC 5.1]

7. CACHE Level 3 Early Years Educator Group activity Time: 15 mins Describe the role of two other professionals who may support a child with communication or language needs. © Hodder & Stoughton Limited LO5 Understand partnership working [AC 5.1]

8. CACHE Level 3 Early Years Educator Speech, language and communication delay It is important that practitioners recognise any delay in relation to speech, language and communication. A sound knowledge of child development and the expected pattern of development will support a practitioner to observe a child and assess any concerns. A practitioner must take action if delay is observed. Other professionals may be involved in supporting planning for the child. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

9. CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Discuss the importance of practitioners taking action if a speech, language and communication delay is observed. Consider: The benefits to the child The impact on the child’s holistic development The consequences of not taking action. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

10. CACHE Level 3 Early Years Educator Speech, language and communication delay It is essential that practitioners closely observe, monitor and assess children with a speech, language and communication delay. Practitioners will follow the policies and procedures of the setting and will use the relevant tracking documentation to monitor progress. It is important that practitioners maintain records accurately and coherently as the information may need to be shared with others when working in partnership. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

11. CACHE Level 3 Early Years Educator Independent research activity Time: 15 mins Research the tracking documentation used within your setting. Read through the paperwork and identify: When it is used How it is used Who uses it How progress is monitored and how other professionals are involved. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

12. CACHE Level 3 Early Years Educator English as an additional language If a child has English as an additional language this means that the child’s home language or first language is not English. They are likely to understand and be proficient in their home language such as Polish or Urdu. English as an additional language is commonly abbreviated to EAL. Children with EAL should be stretched and challenged like any other child as they are no less able. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

13. CACHE Level 3 Early Years Educator English as an additional language If a child is new to the setting and has EAL they will often appear quiet and will observe what is going on around them. It is well documented that a child with EAL will understand what is being said well before they are ready to speak. Practitioners should give children who are learning English as an additional language time to process what is being said to them. Non-verbal communication is essential in supporting what the practitioner is saying. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

14. CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins How are children with English as an additional language supported in your setting? Consider: The settling-in process A buddy system The use of body language and non-verbal cues Welcoming parents/carers by using other parents/carers with the same home language for support. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

15. CACHE Level 3 Early Years Educator Extension activity Time: 15 mins Plan an activity that would support a child who is new to the setting who has English as an additional language. Consider: The age and stage of the child Other children who could support the new child An activity that can be completed with support from non- verbal communication The role of the practitioner. © Hodder & Stoughton Limited LO6 Understand inclusive practice in relation to emergent literacy [AC 6.1]

16. CACHE Level 3 Early Years Educator In this lesson we have learnt that: Partnership with parents/carers is essential. Practitioners play an important role in supporting and identifying children with speech, language and communication delay. Children with English as an additional language may need longer to process what is being said to them but they should still be stretched and challenged. © Hodder & Stoughton Limited

17. CACHE Level 3 Early Years Educator 1.Name two other professionals who may be involved in supporting children with speech, language and communication delay. 2.Give two reasons for tracking children’s progress. 3.What does EAL stand for? © Hodder & Stoughton Limited