Please enable JavaScript.
Coggle requires JavaScript to display documents.
Getting in Early Report - Coggle Diagram
Getting in Early Report
When you imagine a child struggling with communication, what’s the first thing that feels affected
-
-
What examples of “early intervention moments” have you witnessed — tiny windows where support could change a child’s trajectory?
-
-
Windows of support
Introducing support strategies early can change the trajectory of the child and bring them closer to meeting their developmental milestones.
Why do you think speech and language is sometimes invisible compared with physical or behavioural needs?
-
-
-
It can be overlooked in a busy setting - staff might not have time to focus fully and observe as much as they would like.
-
Young children are often agreeable and might just go along with what others are doing - masking any SLC issues.
What does the report identify as the most urgent communication challenge facing pre-school children in the UK right now?
-
-
According to the report, what are the key barriers to early identification of speech, language and communication needs (SLCN)?
-
-
-
-
Do you agree with the report’s argument that early years staff need more training in communication development? Why or why not?
Yes, It supports early intervention and ensures there's better support for children and SLC as a whole.
Evidence suggested that staff are more confident once receiving the relevant training. This could be argued that they already held a sound knowledge of SLCN prior
How convincing is the evidence the report uses? Anything that feels particularly strong or surprisingly weak?
-
The research wasn't from independent sources but rather ones which are back by the reporting company. this makes it weak, however all the results where strong numerical outcomes suggesting a strong evidence base
If you were redesigning a nursery room based on the report, what three changes would you make to boost natural communication?
Cosy, quiet "conversation" areas
-
Themed book areas
Books focusing on early reading and encouragement for independent reading as well as storytimes and adult read
-
The report argues for universal support and targeted intervention. What does this look like in practice? Where is the line between the two?
Ensuring we consistently support SLC in everything but also ensure we adapt to meet individual needs
NELI Preschool trial. Universal encouraging a setting wide approach, Targeted support through one on one time
Imagine a child with very few spoken words at age 3. Using the report’s recommendations, what would your first week of support look like?
Planning / adapting pre-planned activities to prompt communication so level of intervention needed can be assessed
OAP cycle. Early Talk Boost has trackers and specially designed books. This provides a specific goal of the planning for intevention
What role should parents play according to the report, and what might get in the way of that partnership?
-
Collaborate with others - share observations and concerns. Also educate themselves on language development and implement this at home to extend the learning time
Does the report give enough attention to multilingual children? How could practitioners honour home languages while supporting English communication?
No - practitioners could provide labels for things and resources such as books that are written in both English and the child's own language
The report does not give any attention to children who are multilingual. Perhaps this is more as rather than a communication skill, it is more a language skill which requires less intervention from outside. These children are able to communicate with their families but not necessarily their school teachers or practitioners which requires a different support like multi-lingual books and signs in dual languages etc
Where do digital devices fit into early communication? Friend, foe, or depends-how-they’re-used?
-
Depends. The involvement of digital technologies can be benefical in some cases, providing a means to communicate for some, however research has shown that the use of a digital technology on Child Language Acquisition (CLA) is negative/ does not hold the same benefits as face to face communication
What does the report imply about the relationship between Early Years Educators and Speech & Language Therapists? What might ideal collaboration look like?
Rather than relying solely on specialists, practitioners should undergo training to recognise and support SLC delays or needs - however specialists are still needed for further knowledge, advice and support
The practitioners are required to keep pressure off of the services needed for 'high priority'. By having a designated person such as the Champion (being trailed currently) there is someone who can delegate the SLCN on to further professionals as well as a point of call for those in the setting.
If funding were limited (as it often is), which of the report’s recommendations should be prioritised first, and why?
Free Online Resources - this is the least expensive option and can be used not only sector wide but can also be used by other professionals in other areas and parents / carers.
Free and quick courses on early identification of SLCN which ensures that children receive the support needed as soon as possible before an increasing NEED for it
The report calls for better national strategy. What’s missing from current UK systems that would make early intervention smoother or more consistent?
-
-
-
What’s one belief you held about children’s communication needs that the report challenged or strengthened?
-
Strengthened - The lasting impact of early SLCN can have on children and the later issues which can be avoided by intervening at the right time - early
The statistics were harrowing.
-
If you could send one message from this report into the future for your professional self, what would it be?
-
By focusing on the speech and communication need of children right now, their prospects and ease of schooling becomes greatly increased. By training and education on SLC this will be easily accomplished and an improvement will be made.
The report highlights inequalities. Which groups of children appear most at risk, and why might the environment amplify or soften that risk?
Pre - school children / less socio - economic advantage - "association between a child's socio-economic circumstances and language outcomes"
this is echoed by a report that high language outcomes are as a result of high quality preschool programmes which these children struggle to access