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This workplan is over 2 delivery sections, please ensure you have attended them both before submitting the workplan evidence.
This unit explores the significance of communication for learning and holistic development in all babies and children.
Part 1
1.1- Explain how communication and language is the cornerstone of an early years curriculum, which can provide all children with an equal chance of success.
(Research what the EYFS says about communication & language development. Use a learning experience planned to promote communication and language with young children to explain holistic benefits and equal opportunities across the early years curriculum, exploring the role of the adult in meeting the needs of children at various stages).
1.2- Describe the relationship between an effective communication curriculum and positive benefits for all children in early years settings, including children from disadvantaged backgrounds, including improvement of their,
- spoken language skills
- understanding of language
- early reading skills
(how do the above skills improve in children from effective communication, also include children from disadvantaged backgrounds).
2.1- Explain the importance of respecting pace of language development in individual babies and children.
(Consider factors that may impact a child’s language acquisition, both biological and environmental, positive and negative, whilst recognising that all children will develop at their own pace).
2.2- Summarise stages of language acquisition.
3.1- Use examples to describe strategies for effective communication with babies and children from birth to five years of age.
(Research the stages and sequences of language development in children from 0-5 years, considering the typical pattern in a child’s language acquisition, this can be presented as a chart/table.
Then use examples to describe strategies for effective communication from birth to 5 years, this information can be added to the chart/table.
Make sure to include information for different age groups).
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Part 2
2.3- Outline speech and language difficulties that may be experienced by babies and children as they acquire language.
(Use 2 examples to outline speech and language difficulties experienced by babies and children as they acquire language.
Refer to the SEND Code of Practice 2015, to focus on communication and interaction, identifying key features of this area of need and how a language specific difficulty impacts other areas of need).
2.4- Identify ways babies and children can be supported with speech and language difficulties, including specialist early intervention.
(Refer to one of the above examples to identify ways babies and children can be supported including specialist early intervention)
3.2- Explain strategies for effective communication for babies and children with speech and language difference, including:
- SEND or neurodivergent children
- children using English as an additional language (EAL)
(Neurodivergent includes Autism, ADHD, learning difficulties, etc.
Discuss EAL, home learning strategies, value of child’s first language.
Websites of local authorities can be researched as well as the NHS.
Strategies: the demand for sensitive interactions with parents/carers to enable effective care for the child)
3.3- Analyse the importance of valuing equality, diversity and inclusion for effective communication and language development.
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Uploading Evidence:
Once all the above criteria are answered, please upload the evidence on Laser by selecting the above criteria only.
Remaining criteria can be evidenced through observation, professional discussion, work products, etc.
Explanation of terms:
Analyse: Break down the subject into separate parts and examine each part. Show how the main ideas are related and why they are important. Reference to current research or theory may support the analysis.
Describe: Write about the subject giving detailed information in a logical way.
Explain: Provide detailed information about the subject with reasons showing how or why. Responses could include examples to support these reasons.
Identify: Name or otherwise characterise.
Outline: Set out main characteristics or features.
Summarise: Give the main ideas or facts in a concise way.
Use/give examples: Answers should include relevant examples in the context of the question.
Useful links:
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
https://www.gov.uk/government/publications/development-matters--2
https://birthto5matters.org.uk/
https://www.england.nhs.uk/learning-disabilities/care/children-young-people/
https://assets.publishing.service.gov.uk/media/5f9be9c48fa8f57f3b4cb075/BSSLC_Supporting-evidence.pdf
https://www.youtube.com/watch?v=fazhIMaC9R8&ab_channel=EvanAshworth
https://www.surreycc.gov.uk/schools-and-learning/childcare-professionals/early-years-foundation-stage/communication-and-language-in-the-eyfs#:~:text=Communication%20and%20language%20is%20one,Listening%2C%20attention%20and%20understanding
https://www.surreycc.gov.uk/children/support-and-advice/families/education-and-learning-advice-for-families/early-learning/how-parents-can-help-with-communication
https://speechandlanguage.org.uk/educators-and-professionals/resource-library-for-educators/creating-a-communication-supportive-environment-early-years/
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