Ccld Level 3 Unit 097 Support Positive Practice with Children and Young People with Speech, Language and Comminication Needs
Unit 097 Support Positive Practice with Children and Young People with Speech, Language and Communication Needs
Outcome1 Understand the concept of positive practice when working with children and young people
Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies
Providing Time and Supporting OpportunitiesCircle Time allows children to build listening and attention skills and allows a set time period were children can communicate. This strategy is to provide supported communication, allowing children to talk about their interests. It also facilitates communication between the children and their peers. By asking open-ended questions we can encourage communication. By placing a child with speech, language and communication needs at the end, the child can listen to the others and know what is expected of them when it’s their turn.
Adapting Adult LanguageAdapting adult language in the setting is done every day. When talking to a child we will use language that the child can understand and adapting adult language so it is understandable for a child. Repeating what a child has said helps to model language and allow a child to feel understood and heard. For example, ” I got a bike and a doll for my birthday”. I would say “You had a bike and a doll for your birthday, that's great”. You can also model correct language, so when a child says, “I got doggies” I would say, “You’ve got dogs at home have you?”.
Modelling and Expanding a Child's LanguageExpanding a child’s language can be done by starting with simple words like 'ball'.
Then talking about an object, then expanding it, like 'blue ball' or 'bouncing ball'.
I would always find out if I was being consistent in using the same vocabulary as the carers. I would reinforce new vocabulary by playing games with the child, like naming objects and repeating this as often as possible. This allows for a child to reach targets, then
Outcome1 Understand the concept of positive practice when working with children and young people
Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies
Providing Time and Supporting OpportunitiesCircle Time allows children to build listening and attention skills and allows a set time period were children can communicate. This strategy is to provide supported communication, allowing children to talk about their interests. It also facilitates communication between the children and their peers. By asking open-ended questions we can encourage communication. By placing a child with speech, language and communication needs at the end, the child can listen to the others and know what is expected of them when it’s their turn.
Adapting Adult LanguageAdapting adult language in the setting is done every day. When talking to a child we will use language that the child can understand and adapting adult language so it is understandable for a child. Repeating what a child has said helps to model language and allow a child to feel understood and heard. For example, ” I got a bike and a doll for my birthday”. I would say “You had a bike and a doll for your birthday, that's great”. You can also model correct language, so when a child says, “I got doggies” I would say, “You’ve got dogs at home have you?”.
Modelling and Expanding a Child's LanguageExpanding a child’s language can be done by starting with simple words like 'ball'.
Then talking about an object, then expanding it, like 'blue ball' or 'bouncing ball'.
I would always find out if I was being consistent in using the same vocabulary as the carers. I would reinforce new vocabulary by playing games with the child, like naming objects and repeating this as often as possible. This allows for a child to reach targets, then