Transcript `where`s teddy?` Makes short sentences of 2-3 words

Why is it important to support and
extend children and young people’s
speech, language and communication
development?
• Speech, language
and communication skills are vital
building blocks for other areas of their development
• Speech, language and communication are central to
children and young people’s ongoing development
into adulthood
• The impacts for children and young people who have
difficulties with speech, language and
communication are many and varied
Speech, language and communication
skills continue to be central to
development and learning
Play
Reading &
writing
Learning
Social
Speech,
language &
communication
Behaviour
Emotional
Thinking
Problemsolving
Activity 2d:
What’s typical for a 2 year old?
Uses 50 or more single
words
Asks lots of questions
Plays with other children
Points to get your attention
Understands between 200
and 500 words
Talks about something that
happened in the past
Babbles sounds like ba-baba
Understands questions like
‘where’s teddy?’
Makes short sentences of 23 words
Activity 2d:
What’s typical for a 2 year old? Answers
Uses 50 or more single
words
Asks lots of questions
Understands between 200
and 500 words
Understands questions like
‘where’s teddy?’
Makes short sentences of 23 words
• The importance of speech, language and
communciation development
• 10%
• 34% EYFS
• 50%
Step 2. Universally speaking
Universally speaking
Whole class
• Information on what is
typical across the age
groups
• How to check out these
skills in the classroom
• What to do to support
communication in the
classroom
How do children and young people
develop their speech, language and
communication skills?
Develop
Follow
expected
patterns
through
interacting
with
others
Develop
right from
birth
Speech,
language and
communication
Continue
developing
through
adolescence
Speech, Language and Communication
Needs (SLCN)
• Most children follow the expected pattern of development
for their speech, language and communication at the
expected times. Some, however, do not. These are
described as having Speech, Language and Communication
Needs - SLCN
Recognising children and young people
who may have SLCN
• Recognising children and young people is based on
Having a good understanding of the ages and stages of
speech, language and communication development
Observing and recording what a child can do, as well as the
things they may find difficult
Considering speech, language and communication if a child
or young person is having difficulties in ANOTHER area of
their development or life
Getting the views of the child, young person and their
parents
Using tools and resources to help you
Sharing any concerns with others
Children and young learning more than
one language
• Children and young people do not have SLCN simply
because they are learning more than one language.
Additional language learning is not an indicator for SLCN,
nor are limited English skills, where the home language is
developing as expected
• However, some children who are learning more than one
language will have SLCN.
 This is because developing speech, language and communication
skills is difficult for them whatever the language and they would
have difficulties whether they were learning 2 languages or one
 It is really important to identify these children's needs, but it can
be quite difficult
• Resources and tools
• SLCF
• Talking Point