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 adding to and expanding their vocabulary. For example, 'Is that a ball?' Then 'Is that a blue ball?' You can introducing other topics such as animals, toys and vehicles to expand the conversation. Adapting the Environment to Support Communication
Helping children with speech and language needs can be done by using visual signs that children can understand ,like labelling areas such as 'home corner' or 'quiet area'. These signs can also inform a child of activities and equipment. Signs could even be used to show how to make play dough. Sign language can be used to help children to give them a choices. During singing, activities and stories, signing can help with vocabulary or instructions. The events of the daily routine may be useful opportunities for communication relating to the the environmental, like tidy-up time, circle time , snack time or dinner time. Having visual displays of topics or current activities to reinforces information. Supporting and Developing Confidence and Self-EsteemBy using positive communication methods we can build a child’s interaction skills, self-esteem and confidence. I always have eye contact with the child and allow them to finish what they are saying. A child should never be labelled and we should help children to learn to talk positively, even if they have made a mistake. A child should be given lots of praise to help boost their self esteem making them more confident and willing to try. Demonstrate Specific Communication Behaviours
Memory games for young children only use 3 picture cards. You can ask what is on each card, mix up these cards, then ask the child to find the card with a car on it. This can be adapted for older children you can use more cards or word cards. If the child closes their eyes, moves the cards around, they have to put the cards back in the right order and say what is on the card when the child opens their eyes. This game not only helps with attention and concentration as well but allows for the...
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