You can 'signpost' to help such as the health visitor, speech therapist, family centre or translator (at early years) if needed.
You can implement early years action and if further help is needed, contact your area senco for early years action plus.
You can support the parents/children by way of encouraging with practical advice/help -perhaps reading material - leafets or a book, helping them to wean their child's 'dependency' on a dummy, practical advice to parents such as giving a child a choice (such as would you like a drink of water or milk?) where they are encouraged to answer rather than pointing or nodding.
Always make sure everyone in the setting gets down to the child's level, make sure the child is looking at you/others - their speech problem may be a hearing one.
You can set up an iep for the child in how you are going about to help them progress - whether that is speech or behaviour.
If you are trying to encourage speech you may decide that you are going to devote 5 - 10 minutes during a session (not too long) on an activity that will promote language. You (and parents) will know the child best, whether they like to listen to stories, look at photographs, sing songs or playing with them etc.
Record observations each time so you can see progress/ limitations etc so you can assess, adapt, progress, get extra help etc.
The same with behaviour - what behaviour is the child displaying that is unacceptable or do they need help in certain areas? - are they hitting? not sharing? or do they not have a good concentration span which is hindering their progress?
With concentrating you can see what the child likes and try and incorporate it into a quieter activity to build up concentration. if they like 'tearing' around, but also like Thomas the Tank engine - provide something such as a jigsaw puzzle - not too many pieces, help them if needs be, talk about the subject (or whatever they are talking of) whilst they are doing the puzzle and praise them. The next time they may be there a little longer whilst chatting and completing the jigsaw. They may feel quite proud of their achievement and willing to tackle a puzzle with more pieces. You could then introduce a game - perhaps 'Thomas the tank engine' snap playing it with the child, yourself and one other child who is good at sharing and will role model for them.
The child may simply be craving attention and is happy to do a one-to-one activity whatever it is.
There are many ways of dealing with unwanted behaviour - it depends on what it is, the age and stage of the child and the disposition of the child.
Younger children or a child who is 'behind' in their talking (due to frustration) may bite. They can't get across their feelings/wishes etc and occasionally through sheer frustation they may bite a child who doesn't understand them for whatever reason.
Support the parents in whatever they may need - ask them what would help them and their child the most? Just because something may appear simple to us (or others) when you are worried (as a lot of you are when posting here) you very often can't think 'straight' and need a little help. Help parents and display your professionalism so that they feel confident in you and the setting to help their child.
Dealing with behavioural issues and trying to write it all down, could be never ending, but I hope this little bit may help you.
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