Communication and language support

Studies show that across the UK many young children have poor language skills, inadequate for learning on school entry (ICAN). The impact of difficulty in this area is well documented – we now know that difficulties in the early years can continue to have an impact on learning, literacy, behaviour, social and emotional well-being throughout a child’s school years and into adulthood. It is important, however, to remember that a child’s earliest years are the most important time for communication, speech and language (CSL) development and there are many positive contributions that practitioners can make to ensure that difficulties in this area are minimised.

Identifying difficulties

In order to recognise children with communication and language difficulties practitioners need to be knowledgeable and have a good understanding of normal development. Knowing what to expect at different ages helps spot difficulties more easily when they arise.

The following behaviours may also indicate a communication difficulty:

• Overly noisy, loud, boisterous or even aggressive children
• Overly quiet or withdrawn children
• Poor social skills – they may find it difficult to make friends or take turns.
• Difficulty in following instructions – they may not do as they are told, or watch adults and other children for clues
• Struggling to maintain attention, particularly in group situations
• Unusual eye contact
• Using few words, or sentences
• Copying what someone has just said, or repeating chunks of learnt phrases
• Difficulty in making themselves understood
• Using words or sentences that are jumbled up or in the wrong order
• Unclear speech

If you are concerned:

• Observe the child in a variety of contexts and talk to colleagues.
• Use the Early Years outcome statements and the C&L monitoring tool (available on Babcock LDP<Early Years< SENCO Handbook) to assess and review child’s progress.
• Discuss concerns with parents (use observations and charts to support this discussion). Share targeted small step plans, and support parents to use these regularly, explain this can be a key to children catching up.
• Request a hearing test. Many children with communication, speech and language difficulties have hearing problem.
• Assess, plan, do, and review. If progress is not narrowing the gap towards typical development, change strategies; If still not great progress after a couple of months contact your EYC for advice. This is following the graduated approach.
• Know who your local SLT is, where they are based and how to contact them. If you are concerned about a child you can telephone them for advice on what to do (without naming the child if there is no parental consent)
• If concerns continue refer to the Speech and Language therapy service with the parents’ permission. Ensure that any referrals outline the impact the difficulty is having on the child and the family. If the child is age 2 years old support parents to ask for a ‘Let’s talk more’ screening with Health visiting team or Children Centre.

Universal provision to support Communication and Language Development

Communication friendly environment

• Use as much visual support as you can. Gestures, pictures, photos, visual timetables and choosing boards all help children make the connection with new words.
• Reduce any background noise. Children find it more difficult than adults to block out background noise so think of any noises that can be eliminated completely.
• Reduce any clutter or visual distraction as these can impact on a child’s ability to listen and attend. Keep your environment as clutter free as possible and regularly review what is on the wall.
• Make your environment as homely as possible with plenty of small spaces for one or two children to play or talk together.
• Plan for time to talk. Key person every day one to one conversation with key children.

Interaction strategies that make a difference

• Always get a child’s attention before you talk to them.
• Motivate children to talk. They are more likely to communicate about something they are interested in than what the adult has chosen.
• Always respond to a child’s attempts at communication positively, with interest and your full attention.
• Use language appropriate to the child’s level of understanding.
• Match your sentence length to the child’s level.
• Try not to ask children too many questions. They are much more likely to develop their communication, speech and language if you comment on what they are doing or looking at.
• Always try to be face to face with the child / children you are talking to. This means getting down to their level and allows you to have eye contact.
• Give children plenty of time to process what they hear and time to think about what they want to say. It is ok to be quiet sometimes to allow them to do this.
• Never correct a child’s language, simply model back the words clearly For more strategies see the hand out in the SENCO handbook on Babcock ldp Early Years.

It would be beneficial for all staff to attend the Babcock ldp course ‘supporting effective communication and language development.’ run by EYCs and Speech and Language Th.