1. DEVELOPING EXCELLENCE TOGETHER Bite-size training Communication and Language: Listening and attention

2. DEVELOPING EXCELLENCE TOGETHER Aims and outcomes Participants to: know the early learning goal in relation to listening and attention understand how to work with children to develop their skills and abilities in listening and attention know how the physical environment and resources support children in listening and paying attention gain confidence in planning for this area of learning and development for children of different ages and stages.

3. DEVELOPING EXCELLENCE TOGETHER In advance Before the training session you will have read: Handout 1: What quality looks like in practice: Communication and Language: Listening and attention If you have not read the handout please inform the trainer.

4. DEVELOPING EXCELLENCE TOGETHER Step 1 (5 -10 mins) Read the early learning goal relating to numbers: ‘Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.’ Think about what the early learning goal means for you in practice. Working in twos, think of three examples of interesting activities which you do in practice to support children in listening and paying attention, write them on post-it notes to share with the whole group.

5. DEVELOPING EXCELLENCE TOGETHER Listening and attention in practice

6. DEVELOPING EXCELLENCE TOGETHER Step 2 (10 mins) In small groups of 3 or 4 discuss the following questions: Under 3s As practitioners, do we all fully understand the importance of having conversations with very young babies? Are there any practical ways in which we could help parents understand the importance of listening and paying attention as a basis for language development? How do we know which children find it difficult to listen and focus their attention and do we have strategies to address this? Does the organisation of the day encourage children to focus their attention rather than ‘flitting’ from one activity to another? 3-5s Should the pattern of the day include more times for conversations with individual children or in small groups? How well do we encourage children to use their listening skills out of doors – in different environments and at different times of day? Do we always act as good role models for listening and paying attention rather than trying to do several things at once?

7. DEVELOPING EXCELLENCE TOGETHER Feed back your ideas to your trainer

8. DEVELOPING EXCELLENCE TOGETHER Step 3 (5-10 mins) Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity based on listening and paying attention to use with the children you work with. Share your ideas with a colleague.

9. DEVELOPING EXCELLENCE TOGETHER After the training Use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Communication and Language: Listening and attention. Give your action plan to your trainer in the next seven days. Use Handout 2: Environment Audit to check how well you have arranged your indoor and outdoor spaces and resources to enhance children’s listening and attention skills. Make a note of any changes you need to make or resources which need to be provided. Hand in the completed audits to your trainer.