Hi the scenario gives you the place to start xx
2 children
1 at the expected developmental stage for speech, language and communication
1 assessed at the age equivalent of 3 1/2 years old. An approx 18mth delay in SL&C.
Ask your setting/placement how they support children's speech, language and communication so you can use the their record keeping formats, development information and the type of observations in use.
For research, consider who might of made the assessment in this scenario and any supporting material, what activity ideas and development records those professionals could of shared with parents and so with you as the child's key-person and/or the setting. By doing this you'll be working in partnership with parents and other agencies to support the child most effectively as you'd be using the same shared documents as well as what the setting does in its overall provision.
Research the difference between the developmental age norms so that you're comfortable knowing your role in supporting the direction of children's development - talking point
3-4 years old,
4-5
If in England use the
EYFS framework as a means of support - Page 8 explains how a setting's educational programme for communication and language needs to;
involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
EYFS early learning outcomes for children at 5 years old -
Communication and Language
A few activity ideas that support language and communication;
Through observations of children at play on amazon.co.uk see how and where speech, language and communication is used most often, least often, where in your setting this is, doing what and with whom.
Adults talk clearly, speed up or slow down speech.
Checking a child's understanding by using open questions
Open ended language: tell me, what does, where do, can you describe, can you explain, what would you, how do you, why do you, have you, why do
Read books together. Notice how long a child stays focussed, use shorter or longer story books where necessary. Point out text, encourage and invite the child to tell the story. Use facial features, actions and dynamic voice tone to bring your story alive.
Sing rhymes and encourage children to join in, maybe sing independently. Notice if they enjoy longer or short rhymes.
Plan interesting and notice spontaneous role play
Plan alphabet, letter and word activities that can focus on pronunciation, phonic sounds and language that is descriptive, explanatory and tense based - past, present, future.
Using instructions - in daily routines, activities, games, tasks.
Enquiry - notice how children question, how often they use
what, where, why and
how.
Sustaining shared thinking and
full book on amazon.co.uk is a good way to see how contributions are made to discussion times, conversations and interactions with others.
Parent partnerships - use the relationship you have with parents to check how things are going at home, what professionals the child is or has been referred to, if there are any other medical or health issues involved - ear infection, high mouth roof.
Hope this helps a little
Help please EYMP5 - speech and language
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