1. Every child talking Nursery Clusters

2. Supporting speech, language and communication skills Nursery Clusters Cluster 3 Expressive Language

3. Objectives To share information on the development of : Expressive Language To explore how we support development of these language skills in Nursery

4. Expressive Language vocabulary grammar speech narrative phonological awareness

5. Vocabulary Object names (Nouns) Action names (Verbs) Adjectives (Adjectives) Requires semantic (meanings) and phonological (sounds) knowledge

6. Vocabulary size at age 6 = 10 000 – 14 000 Learn 6 new words/day from 18mths – 6 yrs Storage –Word meanings –Sounds in words –Associated information

7. "I don't like country music, but I don't mean to denigrate those who do. And for the people who like country music, denigrate means ‘put down’." Vocabulary is often used to judge intelligence.

8. How do we learn words? Attention and Listening Auditory Memory Must be heard in context (10 – 20 times) Associations and connections Must use it

11. Strategies for supporting vocabulary In context: –Repeat –Explain –Encourage child to say –Use vocabulary wheel

12. Activities for developing vocabulary Categorising games Describing games Guessing games Odd one out Allow opportunities for lots of repetition of vocabulary and consolidate storage and retrieval

13. Grammar Involves sentence building and grammatical markers including: Pronouns Verb tenses Word order Plurals Possessives

14. I drawed a picture hims got my car

15. Modelling

16. Skills required for narrative Recall of event Vocabulary Sequencing Sentence building Social skills

17. awareness of the sound structure, of language ability to manipulate the sound structure a strong predictor of reading success a listening skill that does not involve print.. Phonological awareness

18. Why is Phonological Awareness Important? “The phonological awareness performance of pre- school children may be a better predictor of reading and spelling development than variables such as: intelligence scores, age, socio-economic status or vocabulary development” Bryant et al (1989)

19. Children with good mastery of steady beat are much more likely to do well at reading and writing Maintaining a steady beat Repeating rhythms using clapping/instruments/voices Songs with rhythm and rhyme Steady Beat

20. Real object Children make up the phrase Start with two word phrases e.g. big car Concept of a word

21. Syllable Awareness Syllable segmentation: Fun Modelled incidentally throughout the year

22. Syllable

24. The Importance of Rhyme Repetitive patterned language is ideal for tuning a young child’s ears into the sounds of speech

25. Rhyme Hearing rhyme doesn’t come naturally to some children. Lots of repetition is necessary.

26. Exposure to Rhyme Concept of Rhyme Rhyme Completion Rhyme Judgement Rhyme Sort Rhyme Odd One Out Rhyme Production Rhyme Awareness

27. Speech

28. Articulation The physiological movements involved in modifying airflow, to produce the various speech sounds. Phonology The way sounds are stored and organised in the mind. The relationship between articulation and phonology is complex, both are important in speech production.

29. Articulation The place of articulation is the point of contact, where an obstruction occurs in the vocal tract between an active (moving) articulator (typically some part of the tongue) and a passive (stationary) articulator (typically some part of the mouth).

30. Development of Articulation Articulation skills develop as a child gradually learns to control the movements of the tongue, lips, jaw and soft palate and coordinate these movements with the production of an air stream. By 4, the physical ability to control these movements should be almost 100% except for ‘r’ and ‘th’.

31. Phonology OUTPUT INPUT STORAGE The way sounds are stored and organised in the mind.

32. All children make predictable pronunciation ‘errors’ when they are learning to talk like adults. These 'errors' are called phonological processes. Phonological processes have usually 'gone' by the time a child is five years of age. Phonology Phonological processes are a common and predictable part of phonological development often mistaken as simple pronunciation errors.

33. Reduplication: daddy – dada, water – wawa Fronting: car – tar, get – det Stopping: zoo –doo, Jane – dane Voicing: cup – gup, pear – bear Final Consonant Deletion: nice – nie, bag -ba Examples of Phonological Processes

34. my tosin Dane do a nie bat tat

35. Hearing Attention and Listening Modelling Auditory Memory

36. Helping with speech sounds Ensure the child feels communication success Check hearing, listening and auditory memory skills Model - Don’t correct Assist effective storage memory phonological awareness Check if attending SLT

37. Language learning does not happen in isolation, it takes place within meaningful everyday interactions with adults and peers.