Supporting children s speech, language and communication development Shona Crichton Professional Advisor The Communication Trust 14 th November 2013

Transcription

1 Unite in HealthThinking Thursday UiHTT Supporting children s speech, language and communication development Shona Crichton Professional Advisor The Communication Trust 14 th November

2 The Communication Trust 2

3 This session will provide An overview of the importance of adults (both practitioners and caregivers)supporting speech, language and communication A summary of approaches, information and resources to support children and young people s speech, language and communication development

4 Learning outcomes: you ll 1. Understand the importance of adults supporting the speech, language and communication development of children 2. Be aware of a range of simple approaches to support speech, language and communication development 3. Be aware of ways to work with parents to support their child s speech, language and communication development 4. Be aware of information and resources which are useful in supporting children s speech, language and communication development

5 Previous Thinking Thursdays Previous Thinking Thursday sessions have covered: - Understanding speech, language and communication development - Identifying children with speech, language and communication needs

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

7 The positive effects of adults supporting speech, language and communication Speech, language and communication Play Learning Social development Literacy Behaviour Emotional development Self confidence Thinking and problem-solving

8 A model of support

9 What affects speech, language and communication development? Research evidence shows Theamountof language children hear is important What adults say to children is also important Co operative interactions are very important The morethey hear, the more time their parents spend talking with them and the more types of wordsthey are exposed to, the more children use Children seem to develop strong language skills when parents ask open-ended questions, ask children to elaborate, and focus on topics of interest to the child. Responding to what the child is talking aboutand having familiar routinesalso promote shared understanding. Conversations about how people feeland how that affects what they do, are important in learning social communication skills

10 What affects speech, language and communication development? Research evidence shows Communication Environment is key: The Communication environment is a stronger predictor for a child s language skills at 2 years old than a child s social background The number of books and toys available to a child and attendance at preschool are all important predictors for a child s language skills at 2 years old

11 When can you support speech, language and communication? Any time all the time! In everyday routines and conversations In all activities, play and social times Set up specific opportunities/ activities 1:1 and in groups When children are talking with you or with other children

12 Key principles to support speech, language and communication Listen to and value the contributions of children and young people Consider their level of development where they are now and where next Model good communication Make language learning fun Work with parents and carers Make the most of opportunities throughout the day Keep an eye and make a note

13 Supporting the speech, language and communication of BABIES Attachment is crucial to support communication development Give babies time to process and respond Opportunities for early communication eye contact, soundmaking, turn-taking Using parentese Rhymes and songs Shared attention Running commentary for every day events

14 Supporting the speech, language and communication of YOUNG CHILDREN Learning to Talk, Talking to Learnhas 10 top tips: 1. Get the child s attention first 2. Make learning un 3. Use simple repetitive language 4. Build on what the child says to you 5. Demonstrate rather than criticise 6. Imitate the child s language 7. Use all the senses to teach new words 8. Give the child time to respond 9. Be careful with questions 10.Use the full range of expression

15 Supporting and extending children s SPEECH a few ideas Develop awareness of sounds in the environment Encourage good listening skills Play around with rhymes Make sound pictures or have a sound table, with pictures or objects which start with the same sound Model the right response rather than correcting their speech I taw a tat you saw a cat? How exciting..!

16 Supporting children and young people s LANGUAGE Language includes talking and understanding.

17 Adapting your language key things to think about Use of praise make it specific How many and what questions do you ask the balance of comments and questions Demonstrating, modelling and expanding Your speech rate try speaking a little slower Adapting your language How much you talk what spaces are there for children to talk? How much time is given to the child to respond? Length and complexity of your sentences Any new or complicated words

18 Adapting your language -questioning Too many questions and certain typesof questions can inhibit language and communication

19 Adapting your language -questioning Interaction style Example What was child s language like? Enforced repetitions Child says: biscuit Adult says: say please can I have a biscuit Child says: biscuit No different Explanation The adult s language was too complex for the child to copy Two-choice questions Adult: Is that an elephant or a giraffe? Child: Giraffe Only one word answer The questions are very restricting, but can be useful for children with very limited language where you are trying to elicit a verbal response Wh questions Adult: Who s that? Child: daddy One word directly answers question Can make child passive Useful if child understands question words Personal contributions Child: I played on the swings Adult: oh, I m a bit too big for the swings Child: not me, I can go so high Longer sentences More involved Child was interested and had time and space to make contribution Phatics Adult: Hey, look at that Child: It s a princess Adult: aha Child: she s gonnaget eaten by the dragon Child says more than adult Lots of space for child to lead Adult leaves options open for child Starts to sound like a story

20 Scaffolding children and young people s language Scaffolding describes how adults provide support to enable children to achieve and develop their skills. There are many ways to do this; some examples are: Adding to, or extending what a child says Modelling examples Encouraging children to rehearse and practise Breaking tasks or skills down into smaller steps Teaching and helping children to learn new words Providing structures for giving information or telling stories Using visual prompts or props

21 Some examples of extending a child s talking Child/young person says There s a bus I can see a big spider I can t play football today. My leg hurts Adult says Yes, it s a bigbus Me too he s enormous Oh, you can t play football because your leg hurts

22 Supporting children s COMMUNICATION Communication skills can often be taken for granted. Some ideas: Model and demonstrate good communication skills Try group work to support early social skills like turn taking, waiting, listening and responding Ensure there are opportunities for children and young people to communicate with each other An adult may need to facilitate play between peers to support communication Learning through play

23 A parent s role in developing speech, language and communication Children s language develops best in a parent-child relationship Parents know their child better than anyone. They know what motivates their child to communicate There are lots of opportunities for developing speech, language and communication skills through everyday activities and routines at home Supporting speech, language and communication skills at home means everyone can be involved, including dads, grandparents etc Children spend most of their time at home or out of school

24 Working with parents, carers and families some ideas Model ideas and examples in practice Offer workshops, sessions or events Share ideas, advice, information Ways to work with parents Invite them to come and watch communication in action Talk about how their child is progressing Listen to their ideas and concerns

25 Examples of practical ideas you could share with parents I spy games with descriptions rather than sounds... something you can cut with Listening Walks what can you hear? Story telling activities make up your own stories, having as much fun as you like. What would happen if the Gruffalobumped into Snow White whilst he was out on a walk? Do some baking talk about what happens first, next, last. Which ingredients are heaviest, lightest? Talk about sequences and consequences what happens if the cakes are in the oven for too long? Talk about food items as you unpack the shopping Play a memory game with adults asking children to find differentobjects in the house (this could range from just one thing for very young children, to more objects as children s understanding develops)

26 Developing and maintaining a parent s confidence in supporting their child s speech, language and communication development Parents will be more confident if: They understand why they are doing something They know what to expect from their child s speech, language and communication skills They feel that they have access to support if they need it They have had a demonstration, or have observed what they are being asked to do They have had the right amount and type of feedback from those they are working with

27 Useful tools and resources The Communication Trust Talking Point reeresources/freeresources/resourceview.aspx?id=2(free resources for supporting speech, language and communication) The Speech, Language and Communication Framework (SLCF) (Learning to Talk, Talking to Learn DVD clip with tips for practitioners)

28 What next? Get in touch SLCF - You might be interested in... Supporting Children and Young People s speech, language and communication level 3 CPD qualification.

29 CPHVACPD At our 2012 Unite/CPHVA conference we launched #CPHVACPD, and are currently in beta testing on the Community Practitioner Journal website. CPHVA members will be able to undertake a #CPHVACPD module as part of today s training session which they will be able to access next week at This will include some multi-choice questions and an area for reflection. Once completed, members will be able to store or download their certificate. We plan to launch this #CPD resource to the wider health sector in the coming months. 29

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