1. Workshop D
Using the outdoors to support children’s communication and language development

2. Using the Outdoors to Support Speech and Language
Faye Spooner- Speech and Language Therapist
Abigail Miranda – Educational Psychologist

3. Session Outline How can we develop understanding?
How can we develop expression?
How can we develop social skills?

4. Understanding Knowing what words mean
Some words are harder to learn than others
Easier to learn one word at a time
Words are learnt by linking them to experience
Some words are harder to learn than others e.g. object words easier to learn than action words – ‘bike’ is easier to learn than ‘ride’
Easier to learn one word at a time than words linked together e.g. run! Rather than ‘run to the red car’
Words are learnt by linking them to experience – you would only learn the word ‘tree’ if someone uses it to describe ‘the big green leafy thing’ that the child can see.

5. Strategies to build understanding
Choose a core vocabulary for the activity you’re working on
Symbolic sounds, object words, actions, then concepts
Activity: autumn park scene
Symbolic sounds: windy noise, scrunchy leaves
Objects – grass, trees, leaves, conkers, puddles
Actions – walk, run, kick, throw, jump
Concepts – colours (green, brown, yellow), size (big/ little trees/ conkers, wet/ dry leaves, hard/ soft)

6. More complex language
Understanding linked words e.g. brown leaf/ yellow leaf
Two word level: concept + noun, action + noun
Three word level: Sammy’s kicking the leaves or Mo’s throwing the conker
Introducing linked ideas
Introducing cause and effect
Pitch language according to children’s developmental stages
The children will learn how to link words together by hearing you do it.
Children will not learn to understand by being asked questions – if you do this, you are testing them and not developing their skills!
Introducing linked ideas – the leaves will turn yellow, then brown, then fall off the tree. This is the start of narrative (telling a story).
Introducing cause and effect “if you throw that conker at Mo, you will hurt him”

7. Activity What is the core learning vocab?
How are you going model linking words together?

9. Expression You can’t use a word if you haven’t learnt or understood it
It’s easier to understand a word than to use it.
Children copy and imitate before using words themselves spontaneously
Children start with single words – object words first, then adding words together
You have to model the words for them to copy and reuse
Asking children questions can generate pressure
Research shows us that children are more likely to talk if adults comment on the activity the child is engaged in
Silence is OK too – follow the child’s lead, get down to their level

10. Activity Give a scenario
Q: how would you help to develop expression within this activity?

12. Social skills
The ability to interact with others verbally and nonverbally, take turns
Shared attention – engaging in activity with another person
Autumn activity e.g. walk – take it in turns to jump in the puddle, showing different things to others, covering someone’s boots with leaves

13. Activity
How would you get the children to interact with others?

14. Summary
Follow the child’s lead – the child may not follow your plan! (Think on your feet and make use of the opportunity)
Visuals- the learning experience must be visual – you need a context
Modelling words and language to children is crucial
Simplify – don’t overcomplicate it
Questions do not help children to learn – never ask a question you know the answer to!
Silence is OK