Support children and young people’s speech, language and communication skills
1.1 – Explain the ways in which adults can effectively support and extend the speech, language and communication development for each of the following age groups: 0-5, 5-11, 11-16, 16-25 1.2 – Evaluate relevant positive effects of adult support for children, young people and their families
There are many was that adults can help to extend children’s speech, language and communication.
Children who are in a nursery aged between 0-5 and 5-11 carry out phonics activities. Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do.
Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings.
Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words.
Jolly phonics helps to support children by learning within a fun environment. http://jollylearning.co.uk/overview-about-jolly-phonics/
Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e.g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. ‘The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn.’ http://www.righttrackreading.com/dsphonics.html
Phase three completes the teaching of the alphabet and helps children to move on to sounds that consist of more than one letter e.g. ‘he’ ‘the’.
Phase four enables children to learn to read and spell words containing adjacent consonants, e.g. ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back.
Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that...
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