1. Every child talking Nursery Clusters

2. Supporting speech, language and communication skills Nursery Clusters Cluster 1 Listening, Attention and Auditory Memory

3. Objectives To share information on the development of : Listening Attention Auditory Memory To explore how we support development of these language skills in Nursery

4. The acquisition of a first language is the most complex skill anyone ever learns. And this task needs to be virtually complete by the time a child reaches school age. David Crystal 1987

5. Language is the basis of educational skills and children who have difficulty with language are liable to have difficulty with almost everything else. Whatever else they may need to learn or be taught, they will need language first. Anne Locke

6. Speech, language and communication skills are central to each childs potential to be healthy, stay safe, enjoy and achieve, make a positive contribution and ultimately achieve economic well- being www.everychildmatters.gov.uk/aims

7. The Importance of Language The essential tool for: Learning, thinking and problem solving Developing and maintaining relationships

8. What is involved in language?

9. More than words

10. Attention and Listening Understanding Expression Sounds Memory Social Skills

11. Speech sounds

12. Hearing A physical ability fully formed before birth.

13. Attention The process whereby a person concentrates on some features of the environment to the (relative) exclusion of others A developmental skill that includes observing, listening and concentrating.

14. Listening A developmental skill that is fundamental in order to understand and use language and to develop social skills. Listening enables the brain to interpret the sounds we hear.

15. Listening/Auditory Processing

16. Fleeting Attention The child is easily distracted and flits from one thing to another (first year of life)

17. Rigid Attention The child can concentrate on a task of his own choice. He does not like to be interrupted and can appear obstinate (1 – 2 year old)

18. Single Channelled Attention The child can cannot cope with looking at something and listening to an instruction at the same time. He needs stop what he is doing, listen and go back to task. He needs support to do this. (2 – 3 years)

19. Focussing Attention The child can still only concentrate on one thing or the other but is able to do this without adult support. (3 – 4 years)

20. Two Channelled Attention The child can now understand instructions without having to stop and look at the speaker. Attention may still be short but he can be taught in a group. (4 – 5 years)

21. Integrated Attention Auditory, visual and manipulatory channels are fully integrated. Attention is maintained for longer periods.

22. Factors that affect listening and attention: The environment: comfort (hunger/full; too hot/cold; ill) focus (energy) distractions (remove if possible) troubles (anxiety; frustration; confidence)

23. The task: too hard/too easy organisation language expectations The end product: enjoyment willingness to stick at it

24. Model good listening Match your interaction to the childs developmental level Think about seating Minimise auditory and visual distractions Pause regularly when speaking Use visual support if necessary Strategies to support Attention and Listening

25. Visual Supports Easiest Hardest Objects Colour Photos Black and White Photos Drawings Written word

26. Use of signs/natural gesture

27. Listening Activities Listening walks Sound sequences Sound identification Go games Sound location (important sub-skill of auditory attention) Listen for key words Cross brain hemisphere activities (e.g. in sand)

28. Activities to Develop Attention Kims Game Whats Different? Games with rules and turn taking Balancing Cross crawl Drink water Sleep!!

29. Auditory Memory The ability to store and recall information given orally. Short Term Memory Working Memory Long Term Memory

30. The more efficiently information is stored the easier it is to find and use!

31. Attend Listen Process Store Recall Skills involved in Memory:

32. Children with auditory memory deficiencies will often experience difficulty developing a good understanding of words and remembering terms and information presented orally Poor auditory memory is often the cause for a child's inability to learn to read using the phonics method Cindi Ringoen, Auditory memory is probably the most prevalent but most often overlooked learning skill deficiency Cusimano.

33. Auditory Memory Activities

34. Build up a variety of auditory memory activities around books and topics

35. Develop Auditory Memory skills incidentally

36. Language learning does not happen in isolation, it takes place within meaningful everyday interactions with adults and peers.