Speech, Language and Communication Supporting development and identifying needs in the early years.

Transcription

1 Speech, Language and Communication Supporting development and identifying needs in the early years. 1

2 Supporting children s speech, language and communication development September 2015 Language is important because it forms the foundations for interacting with other people for communicating our needs, our thoughts and our experiences. From the moment of birth, babies are ready to communicate: they listen to and look at people and things in their environment, and respond to what they hear and see. Even the youngest babies need a stimulating environment in which those who care for them respond sensitively to the different meanings of their cries, coos and gestures. This early ability to communicate verbally and non-verbally is the basis on which language is developed. A child s ability to develop language depends on being immersed in a rich environment of words, sounds, rhythm, and verbal and non-verbal expression from birth. Speech, language and communication skills make the biggest difference to how well a child goes on to achieve, socially, personally and academically. All settings need to regularly review their practice to make sure they are providing the most appropriate communication friendly environment to support all children s speech, language and communication development. However, we know that there are still many children starting school without the extended vocabulary and communication abilities which are so important for learning and for making friends. Disadvantaged children are especially prone to language delay, some having only a third of the vocabulary of other children. As children grow older, this early delay can lead to significant difficulties later on, particularly with reading and writing. All children s speech, language and communication development needs to be regularly observed and their progress monitored. Individual next steps, to meet identified stages of development, need to be planned to ensure maximum progress. In addition children identified as having difficulties with their speech, language and communication development should be referred, with parental permission, to speech therapy. Alternatively there is a Speech therapy drop in service however only sign post pre-school children to the SLT drop-in clinics when the parents need advice or where there are mild SLC concerns. Where a problem or difficulties have been identified refer directly to the S&LT service. It is vital to keep parents informed and involved in this process and provide information or events, e.g. coffee mornings to support their knowledge and understanding of speech, language and communication development. Attached is a copy of Top Tips for Talking guidance for parents that can be photocopied and sent out to all parents. The following documents will support you: Early Communication and Language Observation and Monitoring (ECAT sheet) Features of a Communication Friendly Environment. Top Tips for Talking - For Practitioners Top Tips for Talking - For Parents and carers Guidance on supporting children learning English as an Additional Language. Supporting Children with Speech, Language and Communication Needs. Supporting Children, Interventions - Visual Time Tables Speech Therapy Referral form 2

3 This language pyramid below shows how speech, language and communication skills develop (start at the bottom of the page). Reading Academic and social success Writing Language skills are crucial for learning to read and write and form firm foundations on which to base later literacy and academic achievement. Pronunciation (speech sounds) Talking (expressive language) Understanding (Receptive language) Play (Social communication and talking) Looking and Listening (Attention and Listening) Adult Child Interaction (Social communication) Skills at the bottom have to be in place before the skills above them can be developed these are gained through experience. START Communication, speech and language are essential skills for life. Almost every aspect of learning and socialising involves language. Children learn language best through talking with adults and through playing. 3

4 Early Communication and Language observation and monitoring. (ECAT sheet) Childs name.. Date of observation Date of Birth.. September 2015 Stage Listening and Attention Understanding (Receptive Language) 0-11 Turns toward a familiar sound then locates Stops and looks when hears own name. range of sounds with accuracy. (by 12 ) Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Fleeting Attention not under child s control, new stimuli takes whole attention. Concentrates intently on an object or activity of own choosing for short periods. Pays attention to dominant stimulus easily distracted by noises or other people talking. Moves whole bodies to sounds they enjoy, such as music or a regular beat. Has a strong exploratory impulse. Listens to and enjoys rhythmic patterns in rhymes and stories. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. Rigid attention may appear not to hear. Single channelled attention. Can shift to a different task if attention fully obtained using child s name helps focus. (by 36 ) Listens with interest to the noises adults make when they read stories. Recognises and responds to many familiar sounds e.g. turning to a knock on the door, looking at or going to the door. Listens to others in one to one or small groups, when conversation interests them. Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Focusing attention still listen or do, but can shift own attention. Is able to follow directions (if not intently focused on own choice of activity). Sustains attentive listening, responding to what they have heard with relevant comments, questions or actions. Maintains attention, concentrates and sits quietly when appropriate. Two-channelled attention can listen and do for short span. Integrated attention can listen and do in range of situations with range of people; varies according to the demands of the task. Responds to the different things said when in a familiar context with a special person (e.g. Where s Mummy?, Where s your nose? ). Understanding of single words in context is developing, e.g. cup, milk, daddy Selects familiar objects by name and will go and find objects when asked, or identify objects from a group. Identifies action words by pointing to the right picture, e.g., "Who's jumping?" (by 30 ) Understands 'who', 'what', 'where' in simple questions (e.g. Who s that/can? What s that? Where is.?). Developing understanding of simple concepts (e.g. big/little) Understands use of objects (e.g. "What do we use to cut things? ) Shows understanding of prepositions such as 'under', 'on top', 'behind' by carrying out an action or selecting correct picture. Beginning to understand why and how questions. Understands humour, e.g. nonsense rhymes, jokes. Demonstrates understanding of how? and why? questions by giving explanations. Able to follow a story without pictures or props. Understands instructions containing sequencing words; first after last, and more abstract concepts long, short, tall, hard soft, rough. Talking (Expressive Language) Gradually develops speech sounds (babbling) to communicate with adults; says sounds like baba, nono, gogo. (by 11 ) Uses single words. (by 16 ) Frequently imitates words and sounds. Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy,more, no, bye-bye) Beginning to put two words together (e.g. want ball, more juice ) (by 24 ) Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot) Beginning to ask simple questions. Learns new words very rapidly and is able to use them in communicating. Uses action, sometimes with limited talk, that is largely concerned with the here and now (e.g. reaches toward toy, saying I have it). Uses a variety of questions (e.g. what, where, who). Uses simple sentences (e.g. Mummy gonna work. ) Beginning to use word endings (e.g. going, cats) Beginning to use more complex sentences to link thoughts (e.g. using and, because). Can retell a simple past event in correct order (e.g. went down slide, hurt finger). Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Uses a range of tenses (e.g. play, playing, will play, played) Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Links statements and sticks to a main theme or intention. Uses language to imagine and recreate roles and experiences in play situations. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play. Social Communication Gazes at faces and copies facial movements, eg. sticking out tongue. Concentrates intently on faces and enjoys interaction. Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. (by 12 ) Likes being with familiar adult and watching them. Developing the ability to follow an adult s body language, including pointing and gesture. Learns that their voice and actions have effects on others. Uses pointing with eye gaze to make requests, and to share an interest. (by 18 ) Gradually able to engage in pretend play with toys (supports child to imagine another s point of view). Looks to others for responses which confirm, contribute to, or challenge their understanding. Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. Holds a conversation, jumping from topic to topic. Enjoys being with and talking to adults and other children. Interested in others play and will join in. Responds to the feelings of others. Beginning to accept the needs of others, with support. Can initiate conversations. Shows confidence in linking up with others for support and guidance. Talks freely about their home and community. Forms friendships with other children. Has confidence to speak to others about their own wants, interests and opinions. Initiates conversation, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Shows awareness of the listener when speaking. Expresses needs / feelings in appropriate ways. Forms good relationships with adults and peers. Works as part of a group or class, taking turns 4

5 Notes on monitoring early communication and language Observation and best-fit judgements The goal of monitoring children s development is to plan and provide more accurate support for each child to make good progress. Judgements of a child s stage of development are made through a process of on-going observational assessment. Observation involves noticing what children do and say in a range of contexts, and includes information from the family about what children do and say at home. For children learning English as an additional language, it is important to find out from families about how children use language in their mother tongue and how they communicate at home. Share this form with parents. This assessment process is a best fit match to a stage band e.g This involves considering what is known about the child, and matching it to the development described in the bands. This should be considered separately for each of the four strands of communication and language. Within each band, a judgement will be made in two levels either Emerging when a child shows some development at that level, or Secure when most of the statements reflect the child s current development. Repeat this assessment three times a year to monitor children process. This process will help unpick children s specific difficulties such as identifying that a child s behavioural problems are the result of a delay in the development of their understanding. Development of speech sounds need not be assessed specifically, but it is useful to be aware of typical development which is described in the table to the right. Share this process, form and identified bands of development with parents regularly. Note any collective patterns of delay or need within your setting and focus planning to support the development of this area. September 2015 Guidance on typical development of speech sounds Stage Speech sounds (Developing speech and being understood applies to all languages. Order of acquiring specific sounds here in English may vary with other languages) Babbles using a range of sound combinations, with changes in pitch, rhythm and loudness. Babbles with intonation and rhythm of home language ( jargon ). Speech consists of a combination of jargon and some real words and may be difficult to understand. Many immature speech patterns, so speech may not be clear. May leave out last sounds or substitute sounds (e.g. tap for cap ). Uses most vowels, and m,p,b,n,t,d,w,h Speech becoming clearer, and usually understood by others by 36 although some immature speech patterns still evident. May still substitute sounds or leave out last sound. Emerging sounds including k,g,f,s,z,l,y. Speech mostly can be understood by others even in connected speech. Emerging use of ng, sh, ch, j, v, th, r may be inconsistent. Sound clusters emerging (e.g. pl in play, sm in smile) though some may be simplified (e.g. gween for green ). Overall fully intelligible to others. May be still developing r and th. May simplify complex clusters (e.g. skr, str). Checkpoints Alongside the best fit judgement, certain Checkpoint statements are included. Marked with a flag and a specific age, these are particular statements which should be noted and matched to actual age in. Where a child has not reached a Checkpoint by the age indicated, this is not necessarily a sign of difficulty requiring a speech therapy. The Checkpoint statements serve as an alert for close monitoring including discussion with the family, and perhaps further assessment or support. Please note: a child aged 2 years should be able to say approximately 50 words and by 3 yrs approximately 300 words. 5

6 Supporting children: Interventions VISUAL TIMETABLES Visual Timetables are a picture form of the setting s daily routine. Photographs, objects or pictures are displayed within the reach of the children in a horizontal or vertical line. The line of pictures is in the same order as the activities will occur in the day. The size and number of pictures, objects and symbols can vary according to the ability of the child. HOW TO SET THEM UP: The child s routine needs to be established. The level of the child s ability will determine how many pictures can be displayed at one time on his/her timetable. Once this information has been established, begin to make the cards or collect the objects/photos. When displaying the timetable it is essential that it is within easy access for the child and in a central place in the setting. Hard Velcro should be used to make a vertical or horizontal display base to attach the pictures. Cards which have soft Velcro on the back, should then be arranged in the order of the child s routine. At the end of the vertical/horizontal display a finished pouch or posting box can be placed for the child to put the card in when they have finished an activity (the remaining card shows what s left of the child s session). HOW TO USE A VISUAL TIMETABLE FOR A CHILD A consistent name for the timetable must be established. The child needs to be introduced to the pictures/cards/objects. For example, this can be done during activities, staff should show the child the card that corresponds with the activity and name it. All staff must use the same word when naming an activity. Before the timetable is in place the child must understand that the object/picture photo represents the actual activity i.e. a photo of a cup represents drinks time. Once the child has been introduced to the photo/picture cards over a period of time, staff should continue to check that the child understand what the card represents. This can be done by giving the child a choice of 2 cards and asking them for a named card e.g. where is drink time?. Repeat previous stage with the cards you have introduced. If given the correct card several times you can then use this to start a visual timetable. When introducing new pictures/photos/objects a child must understand what the picture represents before using it on a visual timetable. Staff then need to verbally explain the timetable. It is advised to start off with one card at a time, gradually increase the amount of cards as the child s understanding of the routine develops. 7

7 The child should be encouraged to take the card off the timetable and take it to the corresponding activity. After completion of the activity the child should put the card in the finished pouch or posting box. The child should then check the visual timetable for the next activity and repeat the two previous steps. To help children develop an understanding of the picture/photo/symbol/word a duplicate card should be placed in the corresponding area for the child to match. THE BENEFITS OF USING A VISUAL TIMETABLE For children that find routines and structure difficult to adhere to there are many benefits for implementing a visual timetable. It encourages a chid to be independent. It enables the child to focus on something that is concrete and to visually follow a set routine. It helps children to develop an understanding of what is happening next. By the child taking the card to the activity they know they have reached their destination. It prepares the child for the activity that is about to happen. By using a finished pouch or posting box, it gives the child closure to a particular activity. It enables children to adapt to change more effectively especially when there is a major change in the daily routine e.g. photographer, fire drill etc. Can help develop a variety of skills i.e. matching, independence. NO special equipment or environment is needed. Parents can use a visual timetable at home. Can help if there are separation issues between the parents/carers and child i.e. child knows session will come to an end by home symbol. USING VISUAL TIMETABLES FOR MORE THAN ONE CHILD You can have several visual timetables, for different children, running at the same time. Just place a photo of the individual child at the beginning of the timetable to make clear which timetable belongs to which child. Where children don t need individual timetables, you can implement a group timetable so all children can see their daily routine. 8

8 The National Strategies ECaT Self-assessment form. All setting practitioners to complete a form each. When working with the children note if you do some of the following? If yes, provide an example. Top Tips for Talking Ways in which practitioners can support and develop communication. A Unique Child Follow the child s lead Join in with the child s play or mirror their actions Focus on what a child is looking at or doing Wait and allow the child time to start the conversation Take turns to communicate so that adults and children both get a turn at talking. Positive Relationships Build up a child s sentences by repeating what they say and adding words. Give choices to increase vocabulary, e.g. apple or satsuma? If a child says something inaccurately, acknowledge what they have said and repeat it back in the correct way. Share the top tips with parents so that they can do the same at home. Enabling Environments Get down to the child s level it s easier to talk if you are face to face. Get a child s attention before you start to talk. Make sure you use lots of statements and fewer questions. Try to have a conversation with every child every day. Learning and Development Plan a variety of interesting activities so that there is plenty to talk about. Use daily routines to repeat and emphasise basic language. Listen to sounds around you and play games that encourage listening. Have fun together with songs and rhymes. 9

9 Top Tips for Talking for Parents and Carers September 2015 Speech, language and communication skills are essential for social, personal and academic achievement. Below are ways to support speech, language and communication development. Focus on what your child is looking at or doing. Get your child s attention before you start to talk. Get down to your child s level it s easier to talk if you are face to face. Take turns to communicate so that adult and child both get a turn at talking. Give choices to increase vocabulary, e.g. apple or orange? Build up your child s sentences by repeating what they say and adding words. If your child says something inaccurately, acknowledge what they have said and repeat it back in the correct way. Wait and allow your child time to start the conversation. Make sure you use lots of statements and fewer questions e.g. there are two yellow socks on the line or the kite is flying high. Follow your child s lead/ topic of conversation. Join in with your child s play or mirror their actions. Plan a variety of interesting activities so that there is plenty to talk about. Use daily routines to repeat and emphasise basic language. Listen to sounds around you and play games that encourage listening. Have fun together with songs and rhymes. 10

10 Supporting children with Speech, language and Communication Needs (SLCN) Children with speech, language and communication needs (SLCN) require specific support to meet their individual language and learning needs. Each child's needs depend on a range of factors, including the nature and extent of their SLCN, their skills and strengths, their confidence and self-esteem, and the demands of their environment, consequently the nature of support will vary. Education and speech and language therapy staff should work together to ensure that all of these needs are addressed effectively. In the setting there are many ways in which we can support a child's needs, using formal or general approaches. A communication supportive environment is beneficial for all children, including those with SLCN. (see Features of a communication Friendly setting) Strategies to consider in supporting children s speech, language and communication development should include: Make timetables visual - use pictures, symbols or photographs. For younger children, having a visual time line can be very effective. Many children with speech, language and communication needs have good visual skills Make the routines of the setting or activity very explicit. Often children can benefit from rehearsing these routines several times to become more confident in the environment. Give children opportunities to familiarise themselves with the layout of the setting. They may need extra support to get to know the names of staff or where particular activities are taking place. This is particularly important where a child comes into contact with many members of staff or if the setting site is large Label equipment and places for specific activities - use pictures, symbols, photographs or written labels. Have visual displays of topics or current activities. This can be used to reinforce information. Beware there isn't too much as for some children, vast displays on the wall can cause overload. Consider noise levels. If the environment is too noisy, it can be difficult for children to listen effectively or focus on tasks in hand. Listening skills. Small group circle time activities can offer useful opportunities to develop everyone's listening skills - not just those who have speech, language or communication needs. Asking for Help. Providing children with strategies to ask for help. Social skills may need to be specifically taught. This could be through specific planned activities or support within settings generally, or both. This area of development often needs a clearer targeted focus than is commonly seen in settings. Minimise distractions. This helps children to focus on language. The amount and style of adult 'talk' can greatly influence the environment and how accessible it is to children with speech, language or communication needs. Giving children time to process and understand information, and to respond is crucial. By adapting their use of 'talk' in the setting and in particular their level of language, adults can really enhance the learning environment. (see Top Tips for Talking). Encouraging frequent repetition and reinforcement as part of the learning. This helps to embed the learning. Giving information in short chunks with time to process information or ask for help in between. Ensuring instructions are concise and easy to understand. 11

11 Identifying the Language Demands and Skills Within the EYFS Curriculum. So much of each curriculum area is dependent on language for teaching and learning. Time spent on looking at the language skills involved in different subjects or topics is time well spent. Think about the demands on: understanding information learning new vocabulary and concepts recording and sharing information, verbally or in writing Raising awareness of these demands is a crucial first step in supporting access to the curriculum. For many children with SLCN, the educational curriculum can pose a wide number of challenges. Most areas of the curriculum topics and activities have huge amounts of new vocabulary associated with them. Often, this vocabulary is too advanced or may involve understanding complex or abstract concepts. Identifying what vocabulary is new is essential when planning. This way, staff can target vocabulary specifically within activities or events. Planning and organising language. Plan appropriate vocabulary, key words or concepts to meet individual children s needs to extend their vocabulary. For many children it will be necessary to include specific activities, approaches or strategies to target their individual underlying speech, language or communication needs. Using visual, tactile activities and real experiences. Many children with SLCN learn more effectively through these approaches than they do through the auditory channel. For example, demonstrating a craft activity or game is likely to enable a child to understand the activity more effectively than a verbal description. Visual support can be a very effective way of supporting understanding, enhancing an educational environment and promoting confidence and learning. Linking Speech and Language to the Curriculum As so many of the requirements of the curriculum are language based, linking speech and language therapy to the curriculum can be invaluable. Integrating SLT targets within planned small or whole group activities can provide a relevant context to support learning and improve a child's opportunities to use their skills in a more generalised way. Educators, support staff and SLTs working collaboratively. This is an extremely effective way of meeting a child's needs and of having the opportunity to develop professional skills. Through working or talking together, professionals can enhance their practice effectively. Plan specific small group targeted activities to support speech, language and communication development. (see Letters and Sounds Phase 1 programme). 12