Hi, welcome to silkysteps. These are quite indepth, the practice that happens in your own setting or placement will help guide how you respond.
2.4 How do you support parents who are concerned or want to share information about their child/ren's SLC needs/accomplishments, so that you're able to develop, maintain and provide a level of confidence for parents to support and help their child move forwards - at home, out and about, and for them to know help is available, how struggling must not be an option.
Are you in a position to reassure parents about aspects of speech, language and communication, through your knowledge and understanding of the setting's policies and procedures?
Are you available, welcoming, give time to listen, hear, come to understand what is being said and how your role enables you to help.
Are you positive, know what to do next ie. recognise the importance of what's being shared, know if you'll need to speak urgently or routinely with a lead to enquire about external help, adapt the setting's planning, update records, source resources, arrange a meeting, find out about other service providers, find new activities based on a child's interests and that support, stimulate and inspire your parents when they think about how to support their child/ren's development.
Are you able to actively invite parents, and children to discuss/share their everyday news of events, queries whenever wanted. Does this provide a way for you to stay in touch with their current happenings and also open opportunities for you to share new/ongoing information, does the setting have information on an 'open door approach to provision.
3.2 Explain means you have underpinning knowledge/experience of the topic in hand. Being able to recommend, show, promote and signpost parents to relevant, timely information is a valuable skill, one that your role enables you to be an influencial part of.
Professional confidence
What activities and approaches would you be able to explain to parents so that they're able to support their child/ren's speech, language and communication needs?
eg. How blowing bubbles encourages lip pursing, breath control, cheek toning and tongue positioning that helps children form the physical mouth shapes needed for verbal pronunciation, language development. Adding to their play with words, letter soundings, descriptive language, counting, enables parents to support slc needs and children's learning -
bubble blowing activity from practical preschool
(features England's 2008 eyfs)
Do you have an approach for information sharing eg. being able to explain to parents what research suggests 'home learning environments' are, why play is good, positive outcomes, how to stay positive, everyone working together/partnership, routines, consistency, taking time to be together, campaign materials that could be used - chatter matters, bookstart, every child a talker, sensory toys that promote descriptive language and promote communication for preferences - likes and dislikes: colour, text, symbols, sound, scent, textures, taste
The support a health visitor can offer, or maybe when visiting a GP or other external professional might be recommended.
Where and what supportive resources are there in the setting, on loan, for loan, on the internet, provided by charities and other organisations, can you ask for copies of activity suggestions that parents recieve from specialists.
Is there an awareness of how each member of the setting fulfils a place within the, a
Team Around the Child approach.
Activities to support communication on talkingpoint.org.uk
Refering back to Unit EYMP 5 3.2 may help further xx
How do you assess or identify what's needed to support parent's and children's needs?
Situations that SLC needs might be involved in ..
English as an additional language, lisp, stammer, hearing and sight impairements,
cleft lip, high palate, controversy over prolonged use of pacifiers/dummies, tongue thrusts -
spitting out dislike of food/textures/tastes, food talks from scope, thumb and finger sucking, the range of vocabulary/words used, children's age,
difficulties
What activities does your local NHS speech therapy units offer -
google search
3.3 to help this, could you maybe design a way that examines the impact and influence that you have with your children and parent partnerships and so evaluate what you do - see strengths, weaknesses and where gaps exist that you would want to fill with knowledge?
eg.
- What is your role in the setting?
Your job title, job description, the responsibilities and duties that you are charged with/expected to do?
- How are you able to engage with parents, so that you're in a position to support them supporting their children eg.
what time do you spend with parents - when and where
what time do you spend with children - when and where
what time is given to researching how you can support children and parents - staff meetings, external input, training
- How well do you know the resources in draws, cupboards, on shelves, behind curtains, on the internet, in the community, provided by other professionals
- What do policies and procedures say about supporting your children's needs - how important parents are and how important supporting SLCNs are
- What does your home nation's framework say about supporting children's speech, language and communication?
- What do you know about the speech, language communication needs of the individual children and the parents in your specific setting.
About speech, language and communciation needs - ICAN
Communication is vital - talkingpoint.org.uk
the language connection - PennState
activities for home
talk, sing and read to your baby - PennState
Planning strategies - PennState
EYMP 5 on talking point.org.uk and in the lv3
handbook will help underpin responses xx
I hope this helps, please enjoy the site
Cypop 21 2.4, 3.2 & 3.3
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