Presentation on theme: "I CAN Early Talk: Enhancing Communication and Language Training"— Presentation transcript:
1 I CAN Early Talk: Enhancing Communication and Language Training 1
2 Programme for the day Welcome, housekeeping, outline of the day Unit 1. What are speech, language and communication needs (SLCN)?Unit 2. Identifying children with SLCNLunchUnit 3. Approaches to support children with SLCN to access the curriculum.Unit 4. Working in partnershipTarget setting and evaluation.
3 Activity 1: G.O.A.L Write down the following: Give: what are you bringing to the training (experience, desire to learn more etc)?Outcomes: what do you want to achieve at the end of this programme of learning?Anxieties: what are you concerned about?Looking forward: what are the positives that you want to take from the training?
4 Learning outcomesknow about speech, language and communication development in the early yearsbe aware of approaches used in identifying and addressing speech, language and communication needshave an understanding of how to adapt the early years environment to support children with SLCNunderstand and develop ideas around your role in assessment and collaborative practiceagree three personal communication targets, including subsequent evaluation dates for implementation of these in your workplace.
5 Early Talk & how it links with EYFS 2012 Prime area: communication & languageListening & attentionUnderstandingSpeakingPrime area: Physical developmentHealth & self carePrime area: personal, social & emotional developmentSelf-confidence & self-awareness
6 Unit 1 Warm up: Discussion Spend 2 minutes talking to the person next to you about 1 of the following:Your journey here todayor1 thing you want to do before you die1 thing you like about your job.Why do we communicate?What skills do we need?What would be the impact if we couldn’t communicate?
7 Speech, language and communication – a reminder! Speech is the sounds and sound combinations that are put together to make up words. Language Understanding language (also known as comprehension or receptive language). Talking (also known as expressive language).Communication gives us a way of sharing feelings and emotions; a tool for giving and receiving information.
8 Unit 1: Communication chain Speech sounds Talking Words Sentences Grammar PragmaticsHearingListeningUnderstandingThinking (processing)PlanningRememberingImage adapted from Google images
9 Speech, language and communication Speech, language and communication are different aspects of the interactive process. It is useful to think about these different aspects – they are multi-faceted and multi-layered and all are necessary for effective communication.Highlight that like any complex process or machinery it’s useful to break things down into their component parts to understand them, at the same time being aware that all elements are necessary and interact with the others in order to work.Also emphasise that if one component doesn’t work well or is broken, the whole thing stops functioning well.
10 Why do children need speaking and listening skills? Speaking and listening skills enable children to:understand what is saidexpress themselves clearlyshare their feelings verballymake their needs knownuse their language as a vehicle for learningmake friends and join in.
11 Unit 1. Activity 2: Sorting game In the envelope are different aspects of :speechlanguagecommunication.In groups, have a go at sorting each aspect into the categories.There is not always a right answer, and some may fit comfortably in more than one category.
12 Sorting activity Speech Language Communication Speech sounds Clear speechFluencyTone of voiceStress on wordsIntonationUsing pitchVolumeLanguageVocabularyOrganised sentencesUse of grammarNarrative structureUnderstanding meaningsVerbal reasoningInferenceUnderstanding grammarCommunicationAdapt communication style to suit situation and audienceListenTake conversational turnsUnderstand non-verbal communicationUse language to persuade, negotiate, predict and account for consequencesUse language to enable conflict resolution and collaborationConversations
13 Unit 1. Activity 3: Conversation role play Have a conversation in your groups for 5 minutes. You need to have the conversation in the role given on the card. After 5 minutes conversation, discuss with the person next to you what you think might have been going on with this person’s communication. What aspects of speech, language and communication were they struggling with?
14 Speech, language and communication needs (SLCN) Any of these areas can be affected on their own or in combination:speech difficulties, like saying one sound instead of another and/or omitting certain soundslanguage difficulties, like not using necessary words, or lack of understandingcommunication difficulties, like not looking or listening well.Interaction and communication is then affected, as is access to social interaction and learning opportunities.
15 Impact Attainment Behaviour Emotional development Self esteem Social skillsLiteracyLearning
16 How do children learning more than one language develop SLC skills? Skills develop by the same means whatever the language.They always follow a developmental pattern but patterns vary depending on the language.Bilingualism is a recognised advantage.Mixing words from both languages in a sentence is a normal part of bilingual language development.Becoming conversationally fluent in a second language usually takes around 2 years.Encourage parents to talk to their children in the language they would naturally use at home.With thanks to The Communication Trust for this model
17 Key messageThrough understanding relevant terminology and categories relating to speech, language and communication development together with the impact of SLCN, we can begin to identify children with SLCN, and consider targeted interventions to support them in settings.17
18 Unit 2. Identifying children with SLCN Activity 1: fact or fiction10% of all young people have speech, language and communication needs (SLCN).5–7% of all young people have SLCN as a primary difficulty.At least 50% of young people with behaviour, emotional and social difficulties have undiagnosed SLCN.Children do better if you make them work and talk together.5. Most teachers are confident in their ability to teach speaking and listening skills.6. Young people who are slow to develop language are likely to be slow to develop reading skills and written language.
19 SLCN fact or fiction activity (cont.) Children with weaker vocabularies are more likely to learn new words from incidental exposure than children with larger vocabularies.Talk and social interaction among children play a key role in children’s social development and learning.Less able richer children overtake more able poorer children by the age of 5.Children from economically deprived backgrounds are at considerable risk of language delay.By age 4 an average child would have experienced almost 45 million words.The acquisition of a first language is the most complex skill anyone ever learns.
20 (Lindsay and Dockrell, 2000) Key messageChildren with SLCN have major disadvantages to overcome in the classroom and they will suffer educationally unless their needs are recognised and understood.(Lindsay and Dockrell, 2000)20
21 Risk factors: natureFamily history of speech, language and communication needs (SLCN)Primary diagnoses:sensory impairmentgenetic conditions e.g. Down’s syndromeother medical conditions e.g. cerebral palsycognitive impairmentPre - or perinatal difficulties (e.g. low birthweight, pre-term and birth trauma)Upper respiratory tract infections and otitis media effusion (glue ear).
22 Risk factors: nurture Lower socio-economic background* Physical/mental illness in carer (e.g. maternal depression, alcohol/ substance misuse)Carer’s communicative behaviours:reduced responsiveness (parent responds less often)reduced contingency (parental responses less sensitive to baby’s lead)less adaptive interaction (rate and complexity of carer’s talk and use of intonation)Parenting practices, e.g.:wallpaper TVdummy and bottle use.* Linked to communication delay but not Speech Language Impairment (SLI)
23 Risk factor?Are bilingual children more likely to have communication difficulties?NoChildren learning to communicate who are exposed to more than one language at a time may take longer to achieve milestones but they are no more likely to be affected by specific language difficulties than a monolingual child.Bilingualism in itself is not a communication impairment and bilingual children will, in time, typically master both languages as proficiently as their peers.
24 Unit 2, Activity 3: Identifying children with SLCN What would you observe if a child has SLCN? How do you identify if a child has SLCN?Take feedbackIntroduce checklist
25 Challenges within the curriculum for children with SLCN (cont.) Disengaging from nursery activitiesBeing angry, frustrated or disaffectedIncreasingly anxious behaviourBeing more aware of differences between themselves and their peersBeing isolated / withdrawn from peersBeing highly skilled at masking their difficulties‘Acting up’ to gain friends / respect from their peers.25
26 The range of SLCN experienced by children Children with SLCN may be:unable to fully understand the content of an activitygiven instructions that they cannot followunable to use language to demonstrate to others that they have/have not understood what has been said to themunable to use language to express their needsunable to use language in interactions with peersand adults.26
27 Challenges within the curriculum for children with SLCN Understanding the content of a lesson / activityPoor understanding of instructions and ability to follow themUsing language to demonstrate they have understoodExpressing their needs or lack of understanding of a topicUsing language to support interaction with peers and thus develop social skills.27
28 Unit 2. Activity 4: Identifying children with SLCN Case studiesUsing the checklist in your participant book, work through your case study and identify:What each child’s strengths and interests areWhat areas of communication children might be struggling withHow would this affect their learning?
29 Challenges within the curriculum for children with SLCN Communication and languagePSEDPhysical developmentLiteracyMaths29
30 SummaryAs the whole curriculum is delivered through the medium of language, children with SLCN will struggle unless their needs are understood and appropriate strategies put into place to meet their needs.There may be specific effects on the child’s communication, language and literacy skills. In addition mathematical development and other areas of the curriculum may be affected to varying degrees.30
32 Unit 3. What do you do to support children with SLCN? In groups - discuss what you do already to support children with SLCN, thinking about:The role of the adult and the strategies they useHow you organise the environmentAny additional support you giveWhen feeding back list strategies/activities in separate columns to pick up on in discussion later
33 Unit 3. Activity 2 – how do you facilitate this? WaysDesireOpportunities
34 Strategies to help children access the environment & the curriculum Physical environmentRole of the adultCreating opportunities for interaction34
35 Strategies to address the environment - physical Visual timetableLabellingArrangement of roomDesignated areasSeating arrangementsSupport at tidy up timeActivities to suit a range of ages.Show examples of VT and35
36 Role of the adult: TALK techniques Talking togetherBeing equal partners in communicationAttention and listeningSupporting a child’s understanding of language and activitiesLevel of languageAdapting adult language to fit the child’s levelKeep on commentingReinforcing and extending a child’s language developmentHow?Listen more than you talkRemove distractionsKeep language simpleComment on what is happeningInvolve children in conversationLook at the child you are talking toGive one instruction at a timeGive children the right language modelUse visual cues – gestures, signs and picturesSay the child’s name – touch them gently to help them focusCheck understandingRepeat languageEmphasise turn takingKeep to a routineRe-phrase informationWait!Value what children sayPraise good listening and attention skillsOffer choices
37 Unit 3. Activity 3: Scenario 1 What could you say? Teacher:‘If you have had your milk you can go andplay. If you haven’t made your hat fortomorrow’s party you can make one nowwith Sally.’37
38 Unit 3. Activity 4: Language environment - Scenario 2 Teacher:‘Right then Eli, stand up and tell me youraddress.’Eli:‘I’m a dress.’38
39 Supporting peer interactions Peer talk:Encourage and support talking amongst peersEncourage communication in all its formsGroup carefullyCreate opportunities for talking39
40 Unit 3. Activity 5: What strategies are being used? I CAN T.A.L.K. video
41 Unit 3, Activity 6: Creating opportunities for interaction In groups discuss how you can create opportunities for children with SLCN to get the most out of:Circle timeSmall group timesRole playOutdoor playTimes of conflict
42 Conclusion for Unit 3A range of strategies and approaches can be used to support children with SLCN. These involve adaptation to the social, language and learning environment.Practitioners need to be aware of their roles and responsibilities to children with SLCN and be ableto monitor their effectiveness.
43 Unit 4. Activity 1: Working in partnership In groups identify who else you would work with to ensure the best outcomes for children with SLCN
44 Parents as Partners Parents: Know their child best Gain information about the child from the parentKeep them informed about what is happening in the nurseryHome / school diaries, regular meetings, sharing IEPs or play plans.44
45 Unit 4. Activity 2: Using your toolkit What are the strengths that parents have? What are their needs? How can you use resources in your toolkit to help parents know more about language and communication?
46 Target Setting Set target/s Initial assessment Implementation Evaluationandmodification
47 Target SettingTargets need to be precise, measurable and tailored to a child’s needs - SMARTEstablish baselines so that progress can be demonstratedCarry out regular observations & target review to ensure that targets are achieving desired outcome.If not then targets should be revisedInvolve children and parents.
48 Unit 4. Activity 3: Setting targets Using the learning cycle model on slide 46, choose a case study and think of two targets for this child.What strategies would you use to help them achieve this?Who else would be involved?
49 Where to seek supportLocal speech and language therapy service – referral, assessment and intervention.Local children’s centre – advice and sharing ideas.Talking Point – website providing advice and tips for parents and professionals
50 Where to seek supportTalk to your baby – information for parents and professionalsEarly Support Programme – advice and support booklets available in England but web access UKI CAN – advice leaflets for parents and professionalsI CAN Help enquiry service – parents/practitioners can talk to a speech and language therapist about a child’s development:
51 Where to seek supportAfasic – organisation primarily for parents but advice leaflets available for parents and professionalsRoyal College of Speech and Language Therapists – information about speech and language therapy
52 ConclusionWorking with parents in partnership & accurate target setting will inevitably result in the best outcomes for children with SLCN. This approach will also improve support for parents and the practitioners working with both the child and their family.
53 Next steps... Target setting Write down at least one action under each of the three topics.Find a buddyAgree a date for a progress check.53
54 www.ican.org.uk/validation Online evaluation To complete course evaluation and obtain attendance certificate, visit: