Hi, this page of talkingpoint's EYMP 5 has materials to help. Scroll down a little and click the '
learner materials' link. It'll open a PDF where on page 25, has information that relates directly to 2.2 & 2.3 and activities that will help you link what goes on in your setting/placement.
For 2.1 -
this thread will help, along with research for professional practices such as:
-- Importance of positive interaction - building relationships, trust, active listening, showing genuine interest, patience and concern appropriately.
-- Baby signing knowledge
-- Using expressive language - ability to make yourself understood, communicate needs & wants.
-- Open ended questions - these are questions that cannot be answered with one word replies - eg. yes or no -
they're not always easy to use or get your head around, list all the questions you ask in a whole day - work & home and see which ones were only answered yes/no in comparrision to those that needed fuller more detailed replies - which reply did you find the most useful and which reply helped you know much more about the question you originally asked.
-- Understaing what parentese is.
--
Receptive language - understanding speech, sounds, grammatical structures, the context and implications of what is being said.
For
2.2 Explain the relevant positive effects of adults support for the children and their carers. Depending on a carer's experience there may be differences in knowledge, interests and understanding of child development and the possible methods of supporting children in their development, this enables practitioners to understand how important parent and carers roles are in supporting children.
Relevant positive effects will involve:
Children developing self-confidence which impacts on their communication with others - positive effect is that children can become more socially comfortable. Self confidence builds self-esteem which enhances well-being- a positive outcome of ECM, and builds their ability to be resilient - knowing adults support thier learning and communciation positively in opposition to negatively judging, criticising, ridiculing/teasing. There will be a decreasing need for aggression/frustration where communication difficulties may otherwise of prooved too much for them or of been overwhelming - positive effect is that children learn to manage their behaviour through communication skills. With increased communciation skills children take more enjoyment and learning from their interests, speaking and listening activities - enrichment.
A major effect is the potential for reducing the numbers of refferals for specialist speech, language and communication support.
Activity ideas to support communication, speech & language
From Elklan EYMP 5
Talk to your baby resources for supporting parents - good to build relationships, support children's engagement of communication at home & in the setting.
Maybe see how daily activities open up opportunities to develop children's communication, speech, language, vocabulary ..
eg. Whist playing ducks and boats in the water tray..
On the carpet with small vehicles and tracking
At the jigsaw table
During a snack time of breadsticks, fruit, milk and water ..
2.3 Explaining how levels of speech and language development vary between children entering early years provision and the need for this to be taken into account during settling and planning
Settling children into their day is of great importance. The learning opportunities available are amplified when children are confident, happy, motivated, engaged and supported in their play & exploration, through their active participation or through natural observation -
vicarious learning.
Planning for children's needs is a requirement of each home nation's early years framework in supporting the positive outcomes of national policy ECM, human and children's rights and is an effective way to proactively support children's developing communication, speech and language needs. Planning also provides ocassions for understanding reactive strategies that expand communication, speech and language skills in response to each child's individual interests.
'Levels rely on a scale, the expected speech & language development for babies and children 0-5 can be seen in the part BT sponsored Hello campaign leaflet -
Universally speaking which includes a recognition that in the UK children are expected to absorb & assimilate language that enablesr 'school readiness' for children aged 5. For older children the
development thread wil help for communication, speech and language.
For children entering early years provision the variation in development can be evidenced by asking .. as a way of assessment:-
- How old are they, what stage of development are they at.
Babies need more exaggerated facial expression with clear gestures to objects in order to help meaning & communication understandable. Where a 4 year old needs a more complex language to help development progress .
- How much stimulation and encouragement have they experienced
- What is their first language and language spoken at home
- Are there any individual speech, language or communication needs/difficulties/gaps
these assessment factors could be asked & answered formally in writing/audio -
maybe check how your setting welcomes new families and children through their enrolement and settling-in policy/procedure, and professionally informal, observing information that supports your practice, the suggestions you help make for the child's individual development and how you can involve yourself in their play & learning - maybe good for agency/bank staff who are less permanent in an early years settings ..
Being aware of children's ..
Self confidence
Self esteem
The ability to settle and if this highlights a need for reassurance, transitional awareness and understanding of attachment theory.
Language & social experiences - number of words spoken, fluency, pronunciation, dialect, accent, familiarity in communicating with others.
Maybe use this
quiz content to build your own adaptation for a staff, parent activity.
It will help to have some knowledge of the project/programme -
Every child a talker (2008)
Scaffolding children's language by helping with grammatical constructs and extending understanding. Recasting the information children give can involev eg. 'We done sand today' - 'yes, we did play with the sand today, how did you make that sandcastle?'
'Charlie coat, your coat' - 'Yes, that is charlie's coat and this is my coat, who am I?
Facilitating communication between children - helps with understanding each other, forming positive relationships, and demonstrates ways each can utilise negotiation and conflict resolution by waiting, listening and expression.
Hth xx
Level three handbook search on amazon
Eymp 5 2.2 and 2.3 supporting children's speech, language and communication?
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