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Supporting children’s speech, language
and communication developmentShona Crichton– Professional Advisor
The Communication Trust
14th November 2013
www.unitetheunion.org/health
www.facebook.com/UniteInHealthwww.twitter.com/UniteInHealth
Unite in HealthThinkingThursday UiHTT
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
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
Previous Thinking Thursdays
Previous Thinking Thursday sessions have covered:
- Understanding speech, language and communication development
- Identifying children with speech, language and communication needs
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
What affects speech, language and communication
development? Research evidence shows…
• The more they hear, the more time their parents
spend talking with them and the more types of
words they 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 about and having familiar routines also
promote shared understanding.
• Conversations about how people feel and how that
affects what they do, are important in learning
social communication skills
• The amount of language children hear is important
• What adults say to children is also important
• Co operative interactions are very important
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
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
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
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, sound-
making, turn-taking
• Using ‘parentese’
• Rhymes and songs
• Shared attention
• Running commentary for every day events
• http://www.literacytrust.org.uk/talk_to_your_baby
Supporting the speech, language and communication of YOUNG CHILDREN
Learning to Talk, Talking to Learn has 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
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..!”
Adapting your language – key things to
think about
Adapting
your
language
How much you
talk – what
spaces are there
for children to
talk?
Length and
complexity of
your sentences
Any new or
complicated
words
How much
time is given
to the child to
respond?
How many and
what questions
do you ask – the
balance of
comments and
questionsYour speech
rate – try
speaking a little
slower
Demonstrating
, modelling and
expanding
Use of praise –
make it specific
Adapting your language - questioning
Too many questions and certain types of questions can
inhibit language and communication
Adapting your language - questioningInteraction style Example What was
child’s
language like?
Explanation
Enforced repetitions Child says: ‘biscuit’
Adult says: ‘say “please can I have a biscuit”
Child says: ‘biscuit’
No different 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 swingsAdult: oh, I’m a bit too big for the swingsChild: 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 princessAdult: aha…Child: she’s gonna get 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
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
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 big bus
• Me too – he’s enormous
• Oh, you can’t play football
because your leg hurts
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
• 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
A parent’s role in developing speech, language
and communication
Working with parents, carers and families some
ideas
Ways to work with parents
Share ideas, advice, information
Talk about how their child is progressing
Listen to their ideas and concerns
Invite them to come and watch communication in
action
Offer workshops, sessions or events
Model ideas and examples in practice
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 Gruffalo bumped 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 different objects in
the house (this could range from just one thing for very young children, to
more objects as children’s understanding develops)
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
Useful tools and resources
• The Communication Trust www.thecommunicationtrust.org.uk/resources
• Talking Point www.talkingpoint.org.uk
• www.literacytrust.org.uk/talk_to_your_baby
• http://www.btplc.com/Betterfuture/ConnectedSociety/LearningandskillsF
reeresources/Freeresources/ResourceView.aspx?id=2 (free resources for
supporting speech, language and communication)
• The Speech, Language and Communication Framework (SLCF)
www.talkingpoint.org.uk/slcf
• http://www.youtube.com/watch?v=joqVklnnPoY
(Learning to Talk, Talking to Learn DVD clip with tips for practitioners)
What next?
Get in touch
• SLCF - www.communicationhelppoint.org.uk
• 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
http://www.communitypractitioner.com.
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.
How to stay in touch and keep up to date...
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• Make sure your membership details are up to date –so you get all our emails, e-bulletins, texts and letters.
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or click on the ‘MEMBER LOGIN’ button - at the top right corner of the
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• If you receive one of our professional journals (Community Practitioner,
Mental Health Nursing). Make sure you read it!
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