Research and policy
Policy: Children's centres practice guidance
1 Nov 2006
Section 09: Speech and language development
- This section emphasises how crucial the early years are for language acquisition, particularly the substantial contribution of the first three years to children's development of key language skills by the time they reach early childhood.
- "The development and use of communication and language is at the heart of young children's learning; children need to be able to communicate effectively to learn and develop other skills."
- The importance of language skills in contributing to the development of literacy skills is recognised in the context of developing the ability to access the National Curriculum.
- Speech and language develop through interaction, with communication skills being developed through "adequate stimulation and response from others".
- 1 in 10 children under five years of age experience some degree of difficulty in learning language and communication skills.
- Children with communication impairments are at significantly increased risk of educational underachievement.
- Early intervention on speech, language and communication has been shown to produce the best outcomes.
Children's Centres should provide a range of activities to positively promote children's speech and language development including:
- providing a good environment for listening and attention.
- adults talking and listening to children.
- imaginative use of play and toy resources.
- activities with music, song and rhyme.
- storytelling and reading books.
Children's Centre staff should:
- promote language acquisition and identify speech and language difficulties.
- desirably have input from a speech and language therapist for at least part of the week.
- receive training in language development from a speech and language therapist focusing on how the development of language and communication is underpinned by four key factors:
- experiencing good language models
- experimenting and learning through play
- developing attention and listening skills
- the ability to take turns.
All practitioners can help to support children's speech and language development, both directly, and also by encouraging parents to:
- talk during everyday occurrences whilst they are occurring.
- play alongside their children at their level supported by good language.
- allow the child to take a lead and direct activities.
- be expressive, encouraging eye contact and exaggerating intonation.
- enjoy action songs, listening games, books and nursery rhymes.
- reduce the pressure on the child by avoiding asking too many questions.
- show interest and respond to whatever their child is trying to communicate.
The Section also provides examples of training programmes, e.g. Communicating Matters, and case studies, e.g. Boosting Language Auditory Skills and Talking (BLAST).
(Children's Centres Practice Guidance, 2006)
For more information visit www.surestart.gov.uk.
Section 09: Speech and language development
- This section emphasises how crucial the early years are for language acquisition, particularly the substantial contribution of the first three years to children's development of key language skills by the time they reach early childhood.
- "The development and use of communication and language is at the heart of young children's learning; children need to be able to communicate effectively to learn and develop other skills."
- The importance of language skills in contributing to the development of literacy skills is recognised in the context of developing the ability to access the National Curriculum.
- Speech and language develop through interaction, with communication skills being developed through "adequate stimulation and response from others".
- 1 in 10 children under five years of age experience some degree of difficulty in learning language and communication skills.
- Children with communication impairments are at significantly increased risk of educational underachievement.
- Early intervention on speech, language and communication has been shown to produce the best outcomes.
Children's Centres should provide a range of activities to positively promote children's speech and language development including:
- providing a good environment for listening and attention.
- adults talking and listening to children.
- imaginative use of play and toy resources.
- activities with music, song and rhyme.
- storytelling and reading books.
Children's Centre staff should:
- promote language acquisition and identify speech and language difficulties.
- desirably have input from a speech and language therapist for at least part of the week.
- receive training in language development from a speech and language therapist focusing on how the development of language and communication is underpinned by four key factors:
- experiencing good language models
- experimenting and learning through play
- developing attention and listening skills
- the ability to take turns.
All practitioners can help to support children's speech and language development, both directly, and also by encouraging parents to:
- talk during everyday occurrences whilst they are occurring.
- play alongside their children at their level supported by good language.
- allow the child to take a lead and direct activities.
- be expressive, encouraging eye contact and exaggerating intonation.
- enjoy action songs, listening games, books and nursery rhymes.
- reduce the pressure on the child by avoiding asking too many questions.
- show interest and respond to whatever their child is trying to communicate.
The Section also provides examples of training programmes, e.g. Communicating Matters, and case studies, e.g. Boosting Language Auditory Skills and Talking (BLAST).
(Children's Centres Practice Guidance, 2006)
For more information visit www.surestart.gov.uk.
