Unit 8 Professional Practice Portfolio 1 © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years. AC 2.1 Identify resources for children in relation to supporting speech, language and communication development. AC 2.2 Explain the role of speech, language and communication in a child’s learning. AC 2.3 Reflect on strategies to promote speech, language and communication. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.1] Time: 15 mins How do you like to communicate with others? Consider: Friends Parents/carers Extended family Tutors Strangers Companies or organisations. © Hodder & Stoughton Limited

Resources to support speech, language and communication development LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.1] Resources to support speech, language and communication development Babies begin to communicate from the moment they are born. A cry, a gurgle or a coo tells adults how the baby is feeling. Speech, language and communication can be developed through a range of resources. Any opportunity that gives a baby or child the chance to communicate will support their speech and language. Showing a baby a shiny object that makes them turn their head, smile and coo is supporting their communication. © Hodder & Stoughton Limited

A 2 ½ year old who is fascinated by cars LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.1] Time: 15 mins Create a chart to show resources that will support speech, language and communication development for the following: A baby of 3 months A 2 ½ year old who is fascinated by cars A 4 year old who is beginning to recognise letter shapes A group of four 6 year olds. Teacher notes: Learners should consider a range of resources appropriate to the identified age ranges. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.1] Possible resources Books Rhymes Games Role play Displays Music Mark making

‘Yes, that is a cat and it goes ‘meow’, well done.’ LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.2] The role of speech, language and communication in children’s learning Children’s speech, language and communication skills will support their holistic development. Children will learn through asking questions, talking things through and speaking to others. A young child may point at an object and make a noise and they will learn what it is called from a practitioner’s response; ‘Yes, that is a cat and it goes ‘meow’, well done.’ A child who cannot say a particular word will learn from positive role models. © Hodder & Stoughton Limited

The role of speech, language and communication in children’s learning LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.2] The role of speech, language and communication in children’s learning Children will learn from practitioners reading to them. They will learn that words have meaning and that written text goes in a particular direction. When using the role play area children will learn to communicate with others and this will, in turn, develop their vocabulary. Feely boxes or bags will encourage children to describe what they feel and learn new descriptive words. Rhymes and songs will help children learn the pattern and rhythm of words. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.2] Time: 15 mins Describe one activity or experience where you have seen children learn through talking to others whilst using a prop or object. Consider: Circle time Show and tell Role play 1:1 time with a practitioner Story time. What did the child learn? Teacher notes: Examples: Passing an unusual fruit around at circle time and asking children to describe it Children playing with hospital equipment in the home corner A practitioner supporting a child to explain something they have found in the garden Encouraging children to predict what happens next in a story. © Hodder & Stoughton Limited

Strategies to promote speech, language and communication LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.3] Strategies to promote speech, language and communication Practitioners must always model appropriate language when working with children. Children will copy adults’ words and actions and this will promote their speech, language and communication development. If a child attempts to say a word then they should be praised for trying: Child: It’s a raff! Practitioner: That’s right, it’s a giraffe, well done. © Hodder & Stoughton Limited

Strategies to promote speech, language and communication LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.3] Strategies to promote speech, language and communication When children are listening to a story practitioners should take every opportunity to develop a child’s language. This can be done by asking open-ended questions about the book. Practitioners can point to words as they are saying them to help children understand that the words have meaning. Children should always be given time to get their words out when they are talking to adults. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.3] Time: 15 mins Does your setting provide opportunities for children to speak and be listened to? Consider: Group situations The talkative child The quiet child Encouraging children to use new words. How does a practitioner’s body language effect a child’s willingness to speak? Teacher notes: Examples: Turn-taking in group situations by using a toy – only the child with the toy can speak Encouraging a talkative child to listen to others Supporting a quiet child to communicate with a nod or point Praise and encouragement and modelling new words Body language – need eye contact, down to the child’s level, or a child will think you are not interested and may not bother to speak. © Hodder & Stoughton Limited

Strategies to promote speech, language and communication LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.3] Strategies to promote speech, language and communication Some children may be reluctant or unable to talk. All children can communicate and it is up to the practitioner to develop strategies for the non-talker. This could include: Basic signs Gestures Facial expressions Narrating a child’s actions. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.3] Time: 15 mins Do you feel you are a positive role model when supporting children’s speech, language and communication? Consider: Do you give children enough time to answer questions? Can you spot opportunities to extend a child’s vocabulary? Do you speak clearly and pronounce all of your letters? Do you enjoy reading to children? How do your communication skills impact on a child’s speech, language and communication development? Teacher notes: Learners should reflect on their own skills. © Hodder & Stoughton Limited

LO2 Understand the role of the early years practitioner in relation to provision for speech, language and communication development for children from birth to 7 years [AC 2.1, 2.2, 2.3] Time: 15 mins Choose a children’s story book and plan how you will use it to promote children’s speech, language and communication. Consider: Open-ended questions Rhyming or repetitive words Opportunities for children to predict Explaining any new vocabulary Involving children. Teacher notes: Learners could bring the book in to share their ideas with the rest of the group. © Hodder & Stoughton Limited

In this lesson we have learnt that: Babies communicate from a very early age and an adult’s interaction with them will support their communication development. A child’s speech, language and communication development will benefit from positive role models. Children need time to express their ideas. Practitioner’s need to provide opportunities for children to speak and listen. © Hodder & Stoughton Limited

Explain how the role play area can extend a child’s vocabulary. Describe two activities that will promote a child’s communication skills. Explain how the role play area can extend a child’s vocabulary. Discuss the importance of practitioners speaking clearly to children. © Hodder & Stoughton Limited