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Mischief Mouse's collection of craft activities for preschool and early years.
Printable resources to help support play - colouring, mark making, labelling, promoting, engaging and extending..
Magical Mammoth's recipes to play with and recipes to eat ..
Stitch Squirrel provides a little tree space for some needle and thread projects  - handmade resources to support learning and development.
Calculator Caterpillar's range of activity ideas to support math, reasoning and problem solving.
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Navigator Narwhal's outdoor - in activity ideas for preschool and early years play.


   CYPW children and young people's workforce
   CYPOP 24
Support children and young people’s speech, language and  
                                    communication skills
  


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

Please remember not to copy and paste information from the internet
avoid plagiarism and invalidating your work
This and all pages of Silkysteps are indexed by search engines, copying can be traced


 
 
yellow star    The following is based on the CYPOP 24 OCR unit content © OCR 2010 pdf

Outcome 1
expects 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

 
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



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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