Positive Strategies in Speech, Language, and Communication

CYPOP 15: Support positive practice with children and young people with, speech, language and communication 1.1 - How to recognize and build on the strength of the child or young person by giving different example of positive strategies: In my setting we would first make a plan, how to support, how to provide, the time limit and the target at the end. * Time and Supporting Opportunities Circle Time allows children to build listening and attention skills and allows a set time period where children can communicate. * We provide supported communication, allowing children to talk about their interests * We allow children to interact with peers, by asking open ended- question, to 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. * 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 * We modify and expand a child or young person language and make it more simple to understand * 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. * Shared vision and values and work together and train together

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1.3 – Examples of how current research evidence supports positive practice:

Little (2010) in his paper, Proof Positive, suggests that “Improving children’s outcomes By the excellence of outcome of children and young people * The government established Every child matter outcome * In November 2010 the Department for Education publish two research reports from the National Evaluation of Sure Start (NESS): The Impact of Sure Start Local Programmers on * Five Year Olds and Their