STRATEGIES TO SUPPORT SPEECH, LANGUAGE & COMMUNICATION www.leics.gov.uk/ecat www.leics.gov.uk/ecat (strategies)

Slides:

Advertisements

Similar presentations

Preschool Age Children

Advertisements

Teacher Talk The Importance of a Language Rich Preschool Environment Preschool Coordinators meeting October 18, 2005 Patsy L.Pierce, Ph.D., Office of School.

Speaking, Listening and Learning: Working with children in Key

Activity Aha! In Closing…. When possible, adults who care for children with autism should do each of the following four activities for 10 to 15 minutes.

Strategies for Supporting Young Children

Practical Advice for Parents to support communication- KS2 By Belinda Miranda Mani Maan.

Let’s Get Talking! Lisa Drake, CCC-Sp. Terms Speech Sound Articulation.

The Family Interaction Program Griffith University.

WestEd.org Infant/Toddler Language Development Language Development and Older Infants.

Understanding Progress in English A Guide for Parents.

Why is it important to support and extend children and young people’s speech, language and communication development? Speech, language and communication.

115 working with others task A

Autism Presented By Salahuddin BLC-Barisal. What is Autism Autism is long life developmental disorder. Autism is complex neurobiological disorder. Autism.

Speech & Language Therapy Services in Mainstream School Parent session – Rosendale school Marie-Therese Worthington, SLT.

Communications Riga Secondary school Nr.88 «N.E.S.T. – New Europe with Stronger Ties» 2015.

Body Language. Introduction 93% communication is non verbal: Body Language 55% Tone of Voice 38% Verbal 7%

Language and Communication Development. Agenda Language Development Theory Language Mastery Stages of Language Acquisition Listening and Understanding.

Language Development Language is a complex communication system which enables interaction between people. Language consists of: Receptive language, which.

Being a Literacy Partner 1 Educators use a certain type of questioning style to change the interaction from passive to active Educator provides feedback.

Iowa Department of Education ::: 2006 ::: Principle 3 ::: PPT/Transparency :::L3-1 Principle 3 Children need to learn and use new vocabulary continuously.

Kwabena Frimpong-Manso (Ph.D)

Communication. Monday 13 th & Tuesday 14 th June 2011.

Encouraging Communication Module 9 Teachers and Parents: This module, Encouraging Communication, comes from the Positive Parenting Practices for Young.

Creative Curriculum Interest Areas

MATCHING SUPPORT TO PROMOTE POSITIVE RELATIONSHIPS AMONG CHILDREN Jennifer Ross, M.Ed. ECE Training Solutions

WRITING THROUGH ROLE PLAY ACTIVITIES Aosta

II. LANGUAGE AND COMMUNICATION DOMAIN I can answer questions and talk with my teacher and friends. I can follow directions. Listening Comprehension Skill.

Communication. © 2012 Pearson Australia ISBN: Communication Communication: How we interact with others.

STANDARD 6, COMMUNICATION, LATISHA and BENJAMIN EDU 481 URBAN PRIMARY GRADES 1-3 CURRICULUM AND PRACTICUM.

Factors when giving media interviews & communicating with significant others P4 & P5.

Second Language Acquisition By Dr. Conrado L. Gómez, Clinical Assistant Professor ASU at the Polytechnic campus.

Including the Infant in the Curriculum “All children are born wired for feelings and ready to learn.” -National Academy of Sciences, “From Neurons to.

Presented by Ronni Rosewicz.  To learn the basics of Social Thinking  To learn practical strategies and common vocabulary to help your child be more.

Interpersonal relations as a health professional

Comprehensible Input “Say WHAT?!” Translating “teacherese” into “studentese” with ease! ~Dr. Cindy Oliver.

1 Sharing Sensitive News with Parents. 2 Agenda Introduction Why sharing news is difficult for parents and ECEs How you tell makes a difference Strategies.

Parent-Directed Parent-Directed Interaction Session Five.

Adult-Child Interaction Techniques. Interactions between children and adults are the primary mechanism of child development and learning Child Interaction.

Preschool Parent Forum Keyport School District

ECSE 604-Summer 2015 Day 9: July 6 th, Carol Gray: What are Social Stories(TM)? Video 6/29/15Heather Coleman ECSE 604-Summer

Strategies to use within the Primary Classroom to include children with SEBD Rebecca King Long Lee Primary School.

It Takes Two to Talk The Hanen Centre Tips and strategies on supporting communication development in your child Sue Rhind and Marion Kazakos.

Language and Communication Difficulties with verbal and non verbal communication Social Interaction Difficulties with the ‘rules’ of interaction Flexible.

Autism Quick Cooking for a Five Star Educator. Educators Choose to be Chefs or Cooks!

International Child Development Programmes AIM, OBJECTIVE AND COMPONENTS OF THE ICDP PROGRAMME N.Armstrong 2011.

 This article involved effective strategies for early childhood teachers to use with children who are English Language Learners.  10 teachers from two.

Chapter 5 Relationships: The Teen Years Lesson 2 Practicing Communication Skills >> Main Menu Next >> >> Chapter 5 Assessment Click for: Teacher’s notes.

School Network Updates- Every Child A Talker – Spring 2014

Let’s talk about… COMMUNICATION What is communication?  Sender and Receiver  Expressive (output)  Receptive (input)  Verbal (using your voice) 

Leveled Questions Adjusting Questioning Strategies to the Language Levels of Students Presented by: Gladiola Campos Margarita Hinojosa-Stone July 16, 2010.

Make Your Child a Lifelong Reader: The Importance of Reading Aloud.

Year R Stay and Play Talk. Why?  Communication is the number one skill. Without it, children will struggle to make friends, learn and enjoy life.

Use of Symbols Gestures Voice Output Devices – low and high tech Sign language Visuals – Picture Exchange Words Sentences.

Iowa Department of Education ::: 2006 ::: Principle 2 ::: PPT/Transparency :::L2-1 Principle 2 Children need frequent opportunities to talk about their.

Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies.

LLLI Jeopardy My heart belongs to Hanen Yakity, YakLips are made for talking Follow meSilence is golden Bonus Question: 2000.

Language and Literacy Chapter 9 and 10. Language System of communication used by humans System of communication used by humans Chapter 9.

Key Stage 2 Portfolio. Llafaredd / Oracy Darllen / Reading Ysgrifennu / Writing Welsh Second Language.

Supporting Children with Speech, Language and Communication Needs (SLCN) Monday 21 st March Emily Alderson – Speech and Language Therapist.

Working with Young Children who are Learning English as a New Language D.Badamgarav Ts.Bayasgalan N. Khishigdulam MSUE TESOL conference, 2014.

Making a Speech What else to think about…

Assignment Michelle Li.

Ready to Read Using Dialogic Reading

Learning Styles and Multiple Intelligences

Ensuring Success through Assessment – Start with Concrete Objectives

I CAN Early Talk Training

POSITIVE COACHING SCOTLAND CHILD FRIENDLY CONVERSATIONS

Exit Ticket: BICS AND CALPS

Promoting positive behaviour.

Presentation transcript:

STRATEGIES TO SUPPORT SPEECH, LANGUAGE & COMMUNICATION (strategies)

Reflecting on Adult-Child Interaction The grid below can be used to reflect on adult-child interactions that support children’s speech, and communication. This can be completed by a colleague who has observed your interactions with a child or as a reflective tool for you to use. (Video material can be very useful to support (Video material can be very useful to support reflecting on interactions, remember to have the necessary permissions in place.) It is important to complete the grid in various situation with different children to find out your style of interaction; this should show strengths and areas to be developed. Consider how you might modify your interactions. Remember One question… to four comments Think about if you…….NoSometimesYes Let the child choose and lead the activity? Observe what the child does Wait for the child to include you into their play by gesture or talk Listen to the child Describe what the child is doing; commentary Keep sentences short and adapt language to the children’s needs Make your voice interesting (use intonation) Can the child see your face/body for non verbal cues Only ask questions sparingly (see below) Use praise often Comments (explanations, repetitions, expansions) Question (Remember the 10 second rule)