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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.

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Old 02-06-2012, 01:09 PM
sharon1991 sharon1991 is offline
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Default help please on eymp 5

im currently stuck on this section i have a few questions which feels like im hitting my head against a wall if anyone can help with these questions it would be a great help
2.1 Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early years
2.2 Explain the relevant positive effects of adult support for the children and their carers
2.3 Explain how levels of speech and language development vary between children entering early years provision and need to be taken into account during settling in and planning

many thanks sharon xxxx
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Old 02-06-2012, 02:49 PM
cuppy cake cuppy cake is offline
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2.1 - words and levels of language used (different language and words for babies compared to 3 and 4 year olds)
- questions (important part in stimulating and extending childrens speech, show you are interested in what child is doing/thinking)
-rhetorical quns (useful when working with babies and toddlers as helps adults sustain commentary whilst busy with a child who may not be able to say very much, helps babies and toddlers to feel included as long as eye contact is kept throughout by both parties)
-closed questions (closed quns=short answers eg yes no, good for babies and toddlers so they can feel part of the decision making and for children who do not yet feel comfortable with adult yet)
-open qun (longer answers, help children to think more about what they are going to say)
hope this helps get u started x
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Old 02-06-2012, 06:59 PM
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lyn c lyn c is offline
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Hi, for 2.1 i wrote about:

Words and levels of language such as age/stage appropriatte, give them plenty of time to answer as a child takes longer to process the information given to them, you look at them and they look at you, get down to their level, speak at a normal pace and use language that they understand

Questions such as Rhetorical, closed and open, when to use questions (age/stage)
conversations/interaction

Information and activities
such as activities based on a child's interests, i gave a few examples one was sharing the book the very hungary catterpillar, i extended this by providing a butterfly garden with very small and hungry caterpillars (5 in total), the children loved listening to the book and joining in with the words, they then experienced the factual side of this by watching and exploring new words such as cocoon, eating a nice green leaf to help his/her stomach ache (children saying that the green leaf was medicine for the caterpillar). Talking about what the caterpillars turn into and watching the butterflies being released, this extended every child’s communication and knowledge in one way or another. We also expanded this with a cd and book with the cd unit for them to listen to when they wanted too, we also had the story sack complete with all props for the children to interact with. We also provide designing and mark making equipment in the creative area to encourage them to write as a form of communicating (probably for the older children more but some younger children participated too). You can also incorporate songs for a child to communicate which we did teach the children a song called “there’s a tiny caterpillar on a leaf wriggle, wriggle” with actions if they didn’t want to participate in singing

Work with parents
such as reviews with parents emphasizing how important communication is, i wrote about times that parents communicate with their child e.g. on the way home in the car, dinnertime, bathtime, bedtime. SDtrong secure relationships with parents. How a SENCO will support a child with communication difficulties, referrals, parents permission, SALT.

Hope it gives you some ideas to work on. i have completed the other 2 questions too so if you need help just ask and i will give you some guidance

Lynne


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Old 12-09-2013, 03:26 PM
lucasshades2011 lucasshades2011 is offline
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Default eymp5 2.1

suggest some activities that you could with children to support their speech language and communication development

how could you support children through conversations and interactions both with you on a one to one basis and with other children ?
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