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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Snail playdough activities that explore letter formation

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Old 10-21-2011, 03:36 PM
cutiepie2010 cutiepie2010 is offline
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Default cyp 3.1 outcome 4.1 4.2 4.3 speech and language

Please can anyone help with
Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risk of late recognition.
Explain how multi-agency teams work together to support speech,language and communication.
Explain how play and activities are used to support speech,language and communication.
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Old 12-29-2011, 11:17 PM
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natasha natasha is offline
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Default hi

This is what i have researched off the replies collum as i too am struggling with this one:
4.1
The early years are a critical period for children’s development as their brains are still growing therefore early identification of speech and language difficulties is absolutely essential. The sooner a child’s needs can be identified the greater chance there is to make sure they have the correct support so they don’t get left behind. Most importantly for children’s speech, language and communication which in turn underpin so many other areas of children’s development. They may find it hard to control their behaviour and play with other children this will result in them feeling isolated and frustrated. Language is linked to the development of literacy. Children who have poor speech will find it difficult to understand the link between sounds and letter shapes so reading could be delayed. Writing will also be affected. Finding ways to help the child communicate will help their self esteem and help prevent them from antisocial behaviours.
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4.2
Multi-agency teams work together: Once the parent/carer has visited the GP or health visitor a referral will be made initially to check vision and hearing to see if there is a problem there. In other cases a referral may be made directly to speech and language services. For some children if communication difficulties are linked to other learning difficulties an assessment by an educational psychologist may be required. Speech therapy may be required by a speech therapist at regular intervals. Once established what type of support is needed then all professionals, parents and carers need to work together.

hope some of this helps x
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Old 06-24-2012, 04:57 PM
Giggles79 Giggles79 is offline
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Glad I spotted this i was really on the wrong track here!!! Thanks x
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Old 06-24-2012, 06:12 PM
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Quote:
Originally Posted by cutiepie2010 View Post
Please can anyone help with
Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risk of late recognition.
Explain how multi-agency teams work together to support speech,language and communication.
Explain how play and activities are used to support speech,language and communication.

4.3. Explain how play and activities are used to support the development of speech, language and communication.
Speech and language is not something that is natural to everyone, it needs encouraging gently by others around them, by copying what is said and done. This is usually encouraged by means of interesting things that the child shows interest in, it can then be fun for the child and they learn how to communicate at the same time. I believe in the concept that Children learn through play. Here are some examples of play and activities to support speech and language;
• The use of puppets, dolls, cuddly toys – when a child first starts getting
interested in talking they begin to role play e.g. giving a doll a cup of tea. This is an indication that they are ready to use new words, so encourage this by saying the word e.g. “cup” or “doll”. This can only be done if you follow the child’s interests.
• Role play and dressing up is another way of encourage speech and communication. Adults can play alongside them to encourage them with their speech and communication skills.
• Books- are a great way of expressing themselves and letting everyone know their interests. You can usually find books of interest to everyone as most groups have a wide and varied range of books. If a child says one word per page e.g. “car” then you could say “blue car” so you are adding one more word than they are saying, this encourages the child to add another word when talking. You would then add another word when the child is using two words. Books are good for increasing vocabulary and for them to learn new words. You can get books that have sounds such as Ladybird Big Noisy Book: Emergency, this encourages the children to press the buttons and for a siren to come on this keeps their attention. This also encourages the child to point or just vocalise.
• Nursery rhymes, songs and musical instruments are also good for communication skills. This encourages children to listen, sing and communicate, this can be through using their hands to start off with and eventually hands and singing. Musical instruments can be good for the children to practice repeating different sounds that are made or making the sounds louder or quieter.
• Blowing bubbles- activity is good to enable the child to point to different things that the bubbles are hitting, they show interest and can start by making simple words such as “gone” when the bubble has burst because it is fun and stimulating for the child.


When I was on a communication course recently, you just copy the child whilst playing for a while and if they say a word you repeat it. When the child is confidently using one word, you can then add another one, this will also help you form an attachment with the child and they will then be confident enough to copy you and repeat the words that you use.

Learning to talk (open reach DVD).
Strategies to use whilst playing, speaking and communication with children in your care:
• Always get the child’s attention, saying their names, first encourages them to listen.
• Don’t be afraid to experiment with different techniques because this is what the children will do.
• Use repetitive language. Repeat words more than once this encourages the child to join in and to learn new words.
• Speak clearly and add a word to what the child says.
• Praise children’s efforts even if they are not clear.
• If a child says a word wrong then just calmly repeat the correct way of saying the word.
• Imitate what they are doing in simple terms such as when they are drawing just say the colour that they are drawing with like “red”.
• Another familiar way is to miss out words when signing songs e.g. bah bah ***** sheep and usually the children will fill in the gap.
• Give children time to respond it would usually take a child longer to respond but keep eye contact so that you can judge if the child is going to respond.
• Use open ended questions such as I wonder what colour that is? This is not a direct question so most children will try and reply.
• Comment on the child’s play this enables you to keep the communication going.
• Use your tone of voice to express yourself and use hand gestures to communicate. You will also demonstrate that they can communicate via other means.

I then gave an example within our setting. e.g. we are based in a community centre and we have to take the children to the toilet and this is where most of the shy children communicate especially if there are no other children.

Hope it helps you

Lynne
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Old 03-17-2013, 12:15 AM
rosany rosany is offline
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please need help in this question
can anyone give the exactly answer????????????

Analyse the importance of early identification of speech, language and communication delays and disorders and potential risks of later recognition
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Old 03-20-2013, 08:21 PM
kerry-lou kerry-lou is offline
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rosany this is what i wrote and got signed off -

4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

If it’s listening or talking, some children and young people find it very difficult to communicate. It’s very important to a child’s development that they are encouraged to find ways of communicating with other children or adults. Obviously the sooner a child is found to have speech or language problem the better, as they can then get the help and support they need to develop their communication skills.

Every child a talker is a suitable approach which promotes the importance of a stimulating and interesting environment in which children and young people are encouraged to develop their communication and language skills. It also supports the Early Years Foundation Stage (EYFS) framework. EcAT help practitioners identify what helps communication and language to develop. They also work with children with English as an additional language (EAL).

Late identification of speech and language communication could affect communication with other children and their development overall. Late identification could mean that the child does not reach their full potential.
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Old 03-24-2013, 04:13 PM
rosany rosany is offline
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Default hi

thank you very much, I sent it to my tutor but she didn't reply yet to see if it's fine.
but thank you anyway. I really appreciate it.xx
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