CY POP 20 and Unit 300:Support children’s speech, language and communication development

Learning Outcome 1

Understand the importance of speech, language and communication for children’s overall development

We hear, attend and listen

We use words to share meaning - TALKING

Using language to interact with other people – COMMUNICATIONWe have to want, need and be confident to communicate

A simple model:What are speech, language and communication?

We put together what we hear, and UNDERSTANDWe plan and organise what we will say

We make and use sounds to form words - SPEECH

Activity 1a What are speech, language and communication?

• In small groups, use the cut out cards and decide if they are speech, language or communication skills.

• There may be differences of opinion and some might overlap

• Feed back to the whole group and discuss your answers

Activity 1a:Speech, language or communication?

Identifies that bag starts with ‘b’ says ‘pider’ for spider

Completes a task quicker if told to ‘get a wriggle

on’

Describes what they did on their holiday

Asks ‘what’s for tea?’ Follows a story

Adds ‘s’ when there’s more than one ‘3 cars’ Babbles

Names lots of wild animals

Looks at the person talking

Takes turns in conversation Waves good bye

Activity 1a:Speech, language or communication? Possible answers

Speech Language Communication

Identifies that bag starts with ‘b’

Adds ‘s’ when there’s more than 1 ‘3 cars’

Waves good bye

Babbles Asks ‘what’s for tea?’ Looks at the person talking

says ‘pider’ for spider Describes what they did on their holiday

Takes turns in conversation

Names lots of wild animals

Follows a story

Completes a task quicker if told to ‘get a wriggle on’

Speech is…

The sounds we use for talking As well as the sounds we use, it also includes factors such as:o fluencyo volume o intonation and stress on different words o pitch

Language includes…

Understanding and talking use the following:

• Words (vocabulary) and their meanings

• How words go together – their order and how this can change meanings (e.g. the difference between statements and questions)

• Grammar – for example how word endings change meanings (e.g. past tense)

• Sentences joining together to make sense – narratives, stories we share with each other

• Higher level skills such as reasoning, inference

Communication involves…

• Non-verbal communication – for example body language, facial expression, eye-contact, gesture and signing

• Conversational skills and rules – for example listening, turn-taking, knowing when and how to start (and finish) talking, how to change topic and using language in different ways.

Speech, Language and Communication Needs (SLCN)

• Most children follow the expected pattern of development for their speech, language and communication at the expected times. Some, however, do not. These children are described as having speech, language and communication needs (SLCN).

Why may children have difficulties?

• Difficulties with speech, language and communication (SLC) are surprisingly common

• There are a number of factors which are linked to speech, language and communication needs (SLCN)

• Sometimes, there may be a combination of factors• For some children and young people, there is no known reason

or cause for their needs

Factors relating to SLCN 1

Factors include:

Genetic e.g.

Down syndrome, Fragile X

Structural e.g. cleft

palate

Developmental e.g.

Premature babies

Developmental delay

Neurological e.g.

cerebral palsy, brain injury

Factors relating to SLCN 2

Factors include:

Family history

Social disadvant

age

Portfolio task 1.1

• Develop a glossary for your setting, explaining the terms:− Speech− Language− Communication − Speech, language and communication needs

• Give an example of how you might use it in your setting

How speech, language and communication skills support other areas of development

Social development

Emotional development

Speech, language and communication

How speech, language and communication skills support other areas of development

Learning includes

• Cognitive/ intellectual development• How the brain processes and links information• Imagination , problem-solving and memory• Many complex, inter-related processes

How speech, language and communication skills support other areas of development

Behaviour

• Self-control• Following rules• Understanding cause, effect and consequences

How speech, language and communication skills support other areas of development

Social development

• Sharing and belonging• co-operation• Interacting with others– adults and children• Understanding rules• Making friends

How speech, language and communication skills support other areas of development

Emotional development

• Confidence, self-esteem• Resilience• Understanding and controlling emotions and having words to

describe them• Empathy

Activity 1b: How do speech, language and communication skills support development

• In pairs choose one of the areas of development

• Make a summary of what this area includes

• Using the summaries you have developed and any other information you have:− Note down 2 ways in which you think speech, language and

communication skills are important for this area− It would be useful to think about some children you know to help

with this− Share these with your group.

Activity 1b: Speech, language and communication skills support these areas...

Speech, language and communication

skills

Portfolio task 1.2

• Design a poster for your setting, showing how speech, language and communication skills support children’s:

− Learning− Social development− Emotional development− Behaviour

What are the impacts of SLCN?

• Given the close relationship between speech, language and communication and all areas of development, the impacts for children with SLCN may be significant and wide-ranging

• As a group, think of any impacts for children with SLCN

Activity 1cPotential Impacts

Speech Language Communication

Activity 1c:Potential Impacts – possible answers

Speech• People misunderstand what’s being said

• Have to repeat things a lot

• Can get frustrated, or aggressive

• Don’t enjoy talking, so can opt out

• Struggle to learn to read – can’t work out what sounds are at the beginning of words

• Struggle to understand or recognise rhyme

• Struggle to work out patterns in words to help learn to spell

Language• Don’t understand what’s said, so do things wrong

• Miss out on learning

• Tune out –working out language can be so tiring

• Copy other children so hide difficulties

• Limited talking - their message doesn’t get across

• Can’t share ideas or express needs

• Can become passive

• Can get frustrated

• Other children don’t want to play with them

• Doesn’t have a solid base for future learning

Communication• Don’t know how to join in

• Have difficulty making and keeping friends

• May get chosen less to play in games

• May get invited to fewer play dates or parties

• Other children may avoid them

• Finds playing with others difficult

• Following rules can be difficult, so problems in settings/school

Portfolio task 1.3

Choose one of the three children described in the learner materials

• Using the format provided:

1. Record any strengths you notice from the profile2. Highlight the child’s speech, language and communication

needs3. Describe how these needs may affect the child’s development

now and in the future

Transfer into practice 1

• Identify one thing which you feel has been particularly interesting or useful

• Identify one thing in your practice that you will change as a result of what you have learned

• Comment in your portfolio on how it changes your practice and what the outcome was for the children you are working with

Learning outcome 2

• Understand typical speech, language and communication development in children and young people

How do children and young people develop their speech, language and communication skills?

Speech, language

and communi

cation

Develop right from birth

Develop through

interacting with others

Follow expected patterns

Continue developing

through adolescence

How do children and young people develop their speech, language and communication skills?

• They relate what they hear to what they see, feel, experience and know.

• They try their skills out and see what happens and how they work.

• The responses they get shape what happens next

• As they learn skills, they practise and consolidate them, extend them and build on them

Activity 2a - How do children and young people develop their speech, language and communication skills?

• You’re going to learn two words which are probably new to you

• At the end, which one do you feel you know best?

•What helped you develop your understanding of this word?

Activity 2b - How do children and young people learning more than one language develop their speech, language and communication skills?

• All of the points in the previous three slides apply for children who are learning more than one language too – for developing their home language(s) and English

• There are some important things to consider relating to children and young people learning more than one language

• In pairs, look at the statements and decide if you feel they are TRUE or FALSE

How do children and young people learning more than one language develop their speech, language and communication 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 two years

You should encourage parents to talk to their children in whatever language

they feel most comfortable

Speech, language and communication working together

Communication

Language

Speech

Activity 2cAges and stages

• Look at one of the available resources describing the ages and stages of children’s speech, language and communication development.

• In small groups, choose an age to look at and consider:– How does this relate to your experience of children of that age?– Is there anything you notice which surprises you?– How could the information on ages and stages help you to support the

speech, language and communication development of children you work with?

Activity 2dWhat’s typical?

• This activity focuses on using resources which describe the speech, language and communication skills children and young people demonstrate at different ages

• Choose one of the resources to help you in this activity

• Choose one of the following tables focusing on 2, 6 and 14 year olds

• Using the ages and stages resource, work in small groups to decide which are skills you would expect at this age and which are not

Activity 2d: What’s typical for a 2 year old?

Uses 50 or more single words Points to get your attention Babbles sounds like ba-ba-

ba

Asks lots of questions Understands between 200 and 500 words

Understands questions like ‘where’s teddy?’

Plays with other children Talks about something that happened in the past

Makes short sentences of 2-3 words

Activity 2d: What’s typical for a 2 year old? Answers

Uses 50 or more single words

Asks lots of questions Understands between 200 and 500 words

Understands questions like ‘where’s teddy?’

Makes short sentences of 2-3 words

Activity 2d: What’s typical for a 6 year old?

Tells stories that set the scene, have a basic plot and

a sequence of events.

Says most words clearly but struggles with ‘r’ and ‘ch’

sounds and the beginning of words like ‘spot’ or ‘cloud’

Starts to be aware of language others use – eg

slang or cool words

Compares words, the way they look, sound or mean Uses newly learnt words

appropriately Keeps to a topic

Describe events but not in the right order

Begins to be aware of what the listener already knows

and checks

Listens well to what is said and the way it is said.

Activity 2d: What’s typical for a 6 year old? Answers

Tells stories that set the scene, have a basic plot and

a sequence of events.

Starts to be aware of language others use – eg

slang or cool words

Compares words, the way they look, sound or mean

Uses newly learnt words in a specific and appropriate

wayKeeps to a topic

Begins to be aware of what the listener already knows

and checks

Activity 2d: What’s typical for a 14 year old?

Can build an argument to persuade and respond to

someone else’s view

Has difficulty saying long and complex words eg

‘spaghetti’

Copies others’ language andbegins to be aware of current peer language

Starting to understand sarcasm when exaggerated

Understands jokes based on double meanings though

isn’t always able to explain them

Makes inferences, working out information that isn’t

explicitly written or spoken

Can confidently explain the meaning of subject words and words with more than

one meaning

Gives clear and detailed explanations of rules, or

breaks down steps in more complex sequences

Can keep a topic of conversation going even if the person they are talking

to finds this skill harder

Activity 2d: What’s typical for a 14 year old? Answers

Can build an argument to persuade and respond to

someone else’s view

Makes inferences, working out information that isn’t

explicitly written or spoken

Can confidently explain the meaning of subject words and words with multiple

meanings

Gives clear and detailed explanations of rules, or

breaks down steps in more complex sequences

For some children, developing speech, language and communication is difficult

• They may follow the expected stages of development but at a slower rate

• They may be developing some skills as expected, but have particular difficulty in one area

• They may have an unusual pattern of development in one or more area of speech, language or communication

Activity 2e

• Look at the following case studies

• In small groups, decide if these children and young people are developing speech, language and communication as expected

• If not, discuss the ways in which their skills are not following the patterns expected

• Use your ‘ages and stages’ resources to help you.

Activity 2e

Name Skills as expected?

Why do you think this?

Zak

Olivia

Rhys

Portfolio task 2.1

• Develop a summary table of the typical stages of speech, language and communication development of children in the following age groups:

0-5 years5-11 years11-16 years

• For each one, ensure you include understanding and use of language

• You can use the sample table supplied if you would like

Portfolio task 2.2

• Design a leaflet which clearly explains: how children and young people develop their speech,

language and communication (including children who are learning more than one language)

How speech, language and communication work together for effective interaction

Include information on the ways a child or young person may not develop speech, language and communication effectively

Transfer into practice 2

• Identify one thing which you feel has been particularly interesting or useful

• Identify one thing in your practice that you will change as a result of what you have learned

• Comment in your portfolio on how it changes your practice and what the outcome was for the children you are working with

Learning Outcome 3

Be able to identify typical speech, language and communication development of children and young people

Observing and reporting on children and young people's communication

This is important because:

• You gain a picture of their speech, language and communication skills

• You can check this against ages and stages to see if they are on track or if there is cause for concern

• Over time, you can use observations to monitor progress

• Children’s communication can vary greatly depending on the context

• Reflecting on observations can help improve your practice in supporting speech, language and communication

Observing speech, language and communication – Principles of good practice

• Be clear about the purpose of your observation

• Look at speech, language and communication as part of the whole child

• Planned and spontaneous observations are both important

• Children and young people and their parents should know what’s happening, why and have opportunities to share their views

• Once is probably not be enough…

• Include information about the context

• Note carefully

Portfolio activity 3.1

• Choose a child you would like to use for your observation case study

• Choose at least 2 different contexts which you will observe them in

• Plan your observations – think about when, what activity and how you will record your observations, along with who will be involved

• Make sure you follow any procedures for your setting and gain all necessary permissions

• Carry out your observations

• Prepare a brief summary of what you observed

Observation case study

There are a number of skills needed for a case study• Observation – watching what the child, and others involved, do

and say• Recording – making a careful note of your observations and the

context• Checking– using information on development to see if a child is

on track• Analysing – using your observations and being clear about what

you have found out, using examples to explain• Evaluation and reflection–what went well, what the child’s

successes were and what you could improve next time

2011 is the National Year of Communication

‘Hello’ is a national campaign run by The Communication Trust, complementing the Government’s commitment to support children with speech, language and communication needs.

Please visit www.hello.org.uk for more information on how you and your setting can help improve the communication skills of children and young people – so that they can live their life to the full.

Hello