Meeting your learning needs

select

Strand A - Typical speech, language and communication development and use

How to meet this strand:

Continuing Professional Development

Share what you know about speech, language and communication development with other practitioners – highlight anything you aren’t sure.
Observe a child whose language is developing well – share what you see with other practitioners.
Observe others interacting with children – what do they do that encourages children’s communication? Discuss with others.
Observe children interacting with each other – how do they communicate; what do they do; when do they communicate most? Discuss with others.
Observe two children of different ages playing – how is their communication different? Discuss with others.
Visit a setting with children at a different stage of development – how does children’s language differ from those in your setting? Think of some specific examples and discuss with others.
Join a discussion group or internet forum eg easyspeak http://lists.becta.org.uk/mailman/listinfo/easyspeak
Work jointly with other practitioners, focusing on language development

Information Sources

Look at developmental stages on www.talkingpoint.org.uk
Look at the Afasic Checklists for children aged 4-10 in ‘How to identify and support children with speech & language difficulties’ Jane Speake (2003) published by LDA.

Course	Provider
Communication skills in the under 5's	North Yorkshire & York PCT
Foundation Stage Introduction to SLCN	Language for Learning
Foundation Stage Processing Instructions and Information	Language for Learning
Foundation Stage Social Communication Skills	Language for Learning
Foundation Stage Understanding the Meaning of Words	Language for Learning
Inclusion for the child with Speech, Language and Communication Needs : How to plan and differentiate key areas of the curriculum	I CAN
Supporting Speech and Language Development in Early Years Settings	Kensington and Chelsea PCT
Key Stages 1 and 2 Introduction to SLCN	Language for Learning
Key Stages 1 and 2 Processing Instructions and Information	Language for Learning
Key Stages 1 and 2 Social Communication Skillls	Language for Learning
Key Stages 1 and 2 Structure and Rules	Language for Learning
Key Stages 1 and 2 Understanding the Meaning of Words	Language for Learning
Learn to Communicate, Communicate to learn Workshop-Introduction to Word-finding difficulties	Halton and St Helens PCT
Leicester Let’s Talk Training Package	Leicester Lets Talk Team
Primary Talk Supportive Level Training	I CAN
SENCO Survival Course	Language for Learning
Somerset Total Communication Early Years Foundation Stage (STC EYFS) Induction Training	Somerset Total Communication
Somerset Total Communication Schools Induction Training	Somerset Total Communication
TA Survival Course
Baby Signing for Professionals	TalkFirst
Upward Spirals in Language Development	Marion Nash Educational Psychologist
Communicating Matters	The Department for Children, Schools and Families
Early Talk 'Enhancing Communication Training'	I CAN
Early Talk Supportive Level Training	I CAN
Early Years Inclusion Development Programme	The Department for Children, Schools and Families
Inclusion Development Programme	The Department for Children, Schools and Families
Introduction to Autism Spectrum Disorders	National Autistic Society
Joint Professional Development Framework CD-ROM (Foundation Level)	I CAN
Let's Communicate	North Yorkshire Local Authority
Let's Target Communication	North Yorkshire Local Authority
OCN Intermediate Signalong (Level 2)	Signalong
OCN Signalong Tutor Training Course (Advanced)	Signalong
Signalong Foundation Course Part 1 Induction	Signalong
Signalong Foundation Course Part 2 Completion	Signalong
Signalong Introduction	Signalong
Supporting children with Speech, Language & Communication Needs in residential care settings	I CAN

Meeting your learning needs

Strand A - Typical speech, language and communication development and use

Your confidence level:

How to meet this strand: