School Network Updates- Every Child A Talker – Spring 2014

Aims Introduction to Every Child a Talker Context around focus on speech, language and communication Communication Chain Use of the Child Monitoring Tool Strategies to support speech, language and communication

Every Child a Talker (ECAT) National project to develop language and communication In response to concern about ‘language impoverishment’ Part of ‘National Strategies’ 2008 http://www.leics.gov.uk/ecat Every Child a Talker (ECAT) is a national project to develop the language and communication of children from birth to five years of age. The project was set up after concern about the high levels of ‘language impoverishment’ in the UK, and how this affects children’s progress in school and chances in life. ECAT was originally part of the National Strategies in 2008. Tools and resources within ECAT still extremely relevant today and useful in the classroom. ECAT website links – all the original documents and guides for Early Years practitioners

Importance of communication Lifelong impact Crucial importance of early intervention and support to prevent This understanding of a bigger picture of communication reinforces the crucial role we play as early practitioner supporting Speech Language and Communication Vocabulary and children's speech language and communication is the most important predictor of future academic success

The Communication Chain Small Group Activity Read the statements on the cards As a group sort the cards into the correct order Up to x5 groups Packs of cards x1 per group Answers on Key messages for the Communication Chain sheet!

What is communication? In order to support communication we need to know about the child and how communication works. It is a complex process Further details on com chain

Strands of communication Listening and attention Understanding (receptive language) Speaking (expressive language) Social communication Furthermore to understanding communication ……. 4 different strands of communication. Break down the strands, identify any issues Explanation of the different strands of communication – link with CMT – hand out 1 copy each with spare copies on table Important note to practitioners /parents that communication is just not about talking

Using the Child Monitoring Tool Start with the real age then assess development across each strand Child may not be at the same stage for each strand Remember to date when it is used and update regularly CM tool info Evidence to suggest that this tool has been very successful in reaching vulnerable groups of children and enabling practitioners to identify those at most risk of delay and take steps to support their language development. Child Monitoring Tool – brief overview of how to use, The child monitoring tool enables practitioners to assess the developmental level of children’s speech, language and communication. It is structured across 4 strands which, although appear separate, are interlinked. It is proposed that observations link to the best fit for a child in each strand (see information on the reverse of the tool). Stages of dev at side of tool (0-11mths etc) Start with real age on CMtool, using the information available assess what stage of development the child is at They may not be in the same strand for each aspect i.e. they may be different stages for different strands Assess whether a child is of risk of delay, as expected or ahead Regularly monitor the CMtool…more frequent if at risk and ensure strategies are in place to support children - to look at later in session Remember to date when the CMtool is updated This is an effective tool to track progress and monitor the effectiveness if any intervention/strategies used and the impact

Discussion Time for children in your cohort with concerns 20-25 mins discussion How could input into daily routine to support children in the classroom

Adult – Child interaction strategies Following the child’s lead Hand rule/commentary Traffic lights/pausing Body language and non-verbal communication Tone of your voice Eye contact http://www.leics.gov.uk/ecat Following the child’s lead: - It makes sense that children want to talk about what they are interested in, not what grown-ups want to talk about!  Following the child’s lead is not as easy as it sounds. Sometimes adults have to wait and watch in order to work out what it is that the child is interested in. Hand rule/commentary: - 4 comments to 1 question. For children to reinforce words and learn new ones they need to hear them - this is through adults commentating on a child’s play - talk about what is happening and resist the need to question all the time - children will not develop their communication through the Spanish inquisition. Reflect on your practice in your setting as to the use of questions - there is a place for them but limit the numbers. This is one strategy that change practice quite significantly E.g. play dough – avoid saying - what have you got? what colour is it? what does it smell? what are you doing? instead follow the child’s lead and comment - you are rolling the dough, roll and roll , cut it up chop chop and put it on the plate -remember to pause as well - acknowledge this is not always an easy strategy to follow and as an adult you may feel little uncomfortable doing it - needs practice and peer support. Provide commentary scaffolding Traffic Lights / Pausing – Play dough: Stop, watch and listen, respond – don’t dive in, use children’s interests, don’t be tempted to lead the play, respond to the child rather than pursuing how you would like the play to pan out. Red-stop-pause before responding Body language and non-verbal communication: research says up to 90% of communication is non verbal – especially when your verbal com is limited - (think of hols in other countries where you don’t speak the language and the amount of NVC you relay on ) NVC includes facial expression, body language, pace of language, gestures - children will point as they start to name words, this is a powerful means of communication Reflect on both your body language and messages given through your NVC and also read/tune into the non verbal of children –what are they telling with their NVC Tone of your voice: For example, as early as 24 months, they are able to infer solely from an adult’s excited tone of voice. Refer to ‘come and play’ used in Communication Chain – how would you say this if you were cross, frustrated, tired, excited etc especially EAL children –respond to nvc Eye contact: part of social com – linked with non verbal - important for getting attention – may need to use touch as well . Also gets children to look at your face and how the mouth moves. Be aware that some children will find this uncomfortable -be sensitive Website Links for further explanation of strategies to support