1.2 Explain how speech, language and communication skills support each of the following areas in children’s development: Learning
Emotional
Behaviour
Social
1.3 Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term
Explain taken from a leaflet produced by the Communications Consortium ‘Explaining Speech, Language and Communication Needs (SLCN)’, “Children and young people with speech, language and communication needs (SLCN) have difficulties in communicating with others; it may be that they cannot express themselves effectively or they may have difficulties in understanding what is being said to them. Alternatively those who support them may not understand their way of communicating. Children and young people may have difficulties across one or many of the different elements of speech, language and communication resulting in a communication breakdown.
This may be minor and temporary, or it may be complex and long-term. Under this umbrella term, there will be many different labels used.
The term ‘needs’ refers both to the needs of the individual and to what society can do to support their inclusion. It implicitly looks both at the individual and the environment in which children play, learn, communicate and live.”
2.1 Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early years 2.2 Explain the relevant positive effects of adult support for the children and their carers 2.3 Explain how levels of speech and language development vary between children entering early years provision and need to be taken into account during settling in and planning
Ways may include:
The words and levels language adults use with children(including the of questions) Their conversations interactions with children
Information and activities used
Work with parents / carers
Positive effects may include improvements in:
speech, language and communication skills
social interaction
behaviour
emotional development / self confidence
Outcome 3 expects you to .. Be able to provide support for the speech, language and communication development of the children in own setting
3.1 Demonstrate methods of providing support taking into account the: age,
specific needs
abilities,
home language where this is different to that of setting
interests of the children in own setting
3.2 Demonstrate how day to day activities within the setting can be used to encourage speech, language and communication development in young children 3.3 Demonstrate in own practice how to work with children to develop speech, language and communication in:
1:1 basis
groups
3.4 Evaluate the effectiveness of speech, language and communication support for children in own setting
Methods may include:
adapting own language
scaffolding the child’s language
giving children the time and opportunity to communicate
facilitating communication between children with each other learning through play
working with carers
Outcome 4 expects you to .. Be able to contribute to maintaining a positive environment that supports speech, language and communication
4.1 Explain the importance of the environment in supporting speech, language and communication development
4.2 Review evidence about the key factors that provide a supportive speech, language and communication environment
4.3 Demonstrate how settings use the environment to provide effective support for speech, language and communication for all children
Key Factors may include:
the physical environment
staff roles and responsibilities
training needs and opportunities
views of the child
appropriate involvement of carers
