CYPW children and young people's workforce
CYPOP
24 Support
children and young people’s speech, language and
communication
skills
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Suggestions
for places to research and professional books to try and access
These will support your
study
Your level 3 course handbook or textbook
Talkingpoint.org.uk
The resources on communication trust.org.uk
iCAN.org.uk
Literacy trust.org.uk
Communication friendly spaces - Elizabeth
Jarman
Forum search
page for locating information on specific criteria
Verb list - know how to analyse by researching,
comparing and contrasting
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The following is based on
the CYPOP 24 OCR unit content © OCR 2010 pdf
Outcome 1expects you to .. Understand
the importance and the benefits of adults supporting the speech,
language and communication development of children and young people
1.1 Explain
the ways in which adults
can effectively support and extend the speech, language
and communication development for each
of the following age groups
0-5
5-11
11-16
16-25
1.2 Evaluate relevant positive effects of adult support for children,
young people and their families
ways in which adults
can effectively support may include:
the words and levels of language and questions adults use
with children and young people
conversations/interactions with children and young
people
information and activities used
work with parents/carers
Positive effects
may include improved:
improved speech, language and communication skills
improved social interaction
improved behaviour
improved emotional development/self confidence
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Outcome 2 expects you to .. Be
able to provide support for the speech, language
and communication development of children and young people
2.1 Demonstrate methods of
providing support taking into account the
specific needs
abilities
home language
interests of children and young people in their setting
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2.2 Initiate and implement planning for speech,
language and communication support to children and
young people in work setting
2.3 Gather information and feedback to
evaluate the effectiveness of speech, language and
communication support in work setting
Methods may
include:
adapting own language
scaffolding the child’s language
giving CYP the time and opportunity to communicate
facilitating communication between CYP with each other
learning through play
working with parents, carers and families Planning
may include:
the physical environment
staff roles and responsibilities
training needs and opportunities
views of the children and young people
involvement of parents and families
Outcome 3 expects you to .. Understand how environments support speech, language
and communication
3.1 Explain the importance of the environment
in supporting speech, language and communication
development
3.2 Review relevant evidence about the
key factors that provide a supportive speech, language and
communication environment
3.3 Apply research evidence to planning
an environment that supports speech, language and
communication
Outcome 4 expects you to ..
Be able to recognise, and
obtain additional support for, children and
young people who may have speech, language and communication needs
4.1 Identify the range of speech language and communication
needs that children and young people
may have
4.2 Identify the indicators which may
suggest that a child or young person has speech, language and
communication needs
4.3 Explain the
processes and procedures to follow in order to raise any
concerns and access
additional, specialist support
Range may include:
whether speech, language and communication are the primary
need or part of another disability or need
whether speech, language and communication needs are
short term or persistent
the level of need a child may have
whether a child has needs in one, more or all areas
of speech, language and
communication
whether the needs relate to delayed or disordered
speech, language and
communication development Indicators may include:
limited speech, language and communication skills
poor behaviour
poor literacy skills
limited social/play/interaction skills
isolation from peer group
low confidence/self esteem
Processes and procedures
may include:
raising initial concern within the setting
discussion with parents/carers/young person
period of observation/monitoring/ support
consent for referral
onward referral to specialists, eg Speech and Language Therapist
procedures for collaborative working with specialists
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