Knowledge Makes Change Seminar 9 - Closing the word gap

Transcript

4. 27 Children  70% Boys  30% Girls  55 % Jersey Premium  59% EAL (Portuguese, Polish, and Romanian)  11% SEN  30% SaLT *Known  18% Early Years Inclusion Team  14% Accessing wellbeing support
5.  Communication is crucial to children’s life chances.  Speech, language and communication needs (SLCN) can impact on children’s social and emotional development, their school readiness and later in life on their education, employability and their mental health. 2018, Bercow, 10 Years on
7. Time period: 6 weeks during summer term Per week  3 hours team teaching Monday morning  2.5 hours team teaching Tuesday afternoon  3 hours planning and resource making
8.  Wellcomm Early Years Toolkit – embedding previous training  Joint analysis of screen results  ‘Team Teach’ Wellcomm ‘Time to Talk’ groups  Weaving Wellcomm targets: playground, lunch/snack time, daily routines  Develop high interest vocabulary songs  Developing communication friendly spaces  Further embedded Makaton signing
9.  Demonstrated 1:1 sessions for children with complex needs  Understanding differential diagnosis EAL Vs Developmental Language Disorder (DLD)
10.  Supporting Bilingualism  Developmental Language Disorder (DLD)  Awareness of vocabulary gap  Communication friendly spaces approach  Impact of SLCN in the classroom and playground  Prof. dr. Ferre Laevers Wellbeing and Involvement Scales  Play skills
11.  Confident use of Wellcomm Toolkit  Weaving Wellcomm themes through real life experiences  All practitioners running ‘Time to Talk’ groups  Relationship between teaching team and Speech and Language Therapist  Sharing key messages with parents Whole team invested in language milestones of the cohort
12. Initial screen: March 2019 Expected level 7 (42-47 months) Red level 4 (24-29 months) Green Level 3 (18-23 months) Rescreened: July 2019 Red level 5 (30-35 months) Green level 4 (24-29 months) 6 months of language development made in 3 months Identified ‘hidden’ language difficulties Referred to SaLT Improvement of Wellbeing and Involvement
13.  Building up Wellcomm resources  Wellcomm trained new staff members  Book focus linked to Wellcomm screen results  Bank of Vocabulary Songs  General planning to include tier one vocabulary words  Deliver communication training at whole staff INSET
14. Nursery setting committed to communication This is the beginning of our language enrichment journey…
15. Bercow (2018) Ten Years On. An Independent Review of Provision for Children and Young People with Speech, Language and Communication needs in England. https://www.bercow10yearson.com Education Endowment Foundation – Preparing For Literacy Hart B and Risley T R (2003) The Early Catastrophe: The 30 Million Word Gap by Age 3, University of Cansas, America. Jarman E (2013) The Communication Friendly Spaces Approach, Elizabeth Jarman Bethersden, Kent. Locke A (1985) Living Language, NFER-Nelson, Windsor. McLachlan H and Elks L (2012) Language Builders: Advice and Activities to Encourage Children’s Communication Skills.Elklan Parsons P and Branagan A (2016) Word Aware 2: Teaching Vocabulary in the Early Years, Speechmark Publishing, London. Sandwell and West Birmingham Hospital NHS Trust (2010) Wellcomm: A Speech and Language Toolkit for Screening and Intervention in the Early Years: Revised Edition. G L Assessment. Prof. dr. Ferre Laevers – (2012) A Process-Oriented Monitoring System for the Early Years (POMS) CEGO publishers National Literacy Trust Understanding Bilingualism in the Early Years https://www.literacytrust.org.uk/resources/ The Communication Trust: What Works https://www.thecommunicationtrust/whatworks Norbury C (2017) Developmental Language Disorder: The Most Common Childhood Condition You’ve Never Heard of. https://www.theguardian.com
16. Jean Gross CBE, 2019
17. Fascinating facts from the latest science about how children’s language develops Supporting parents - media campaigns and resources
20. At five, how far are UK children brought up in the most disadvantaged families behind those brought up in the most well-off families in their vocabulary?
21.  My vocabulary when I’m two predicts how well I will behave and manage my emotions when I’m six  It also predicts how well I will read five years later
22.  Early language is THE most important factor in influencing literacy levels at age eleven  Children with poor language at 5 six times less likely to reach expected standard in literacy at age 11 than those with good language
23. How much less likely are they to reach expected standard in maths?
24.  Nearly three quarters of health visitors report that they have seen a significant growth in numbers of children with speech and communication delay over the past two years  Recent survey of headteachers found that concerns about lack of school readiness have increased, with 97% of respondents identifying speech, language and communication needs as their greatest concern
26. The amount of time television (adult and child programmes) was on in the home when child was under two predicted achievement at school entry. As this time increased, so the child’s score at school entry decreased. Roulstone et al , 2011 Investigating the role of language in children’s early educational outcomes, Research Report DFE-RR134
28. Fascinating facts from the latest science about how children’s language develops Supporting parents - media campaigns and resources
30. When they heard stories in the laboratory , the part of the brain involved in language processing lit up more for children who had lots of conversations at home
31. And …for every extra 11 conversational ‘turns’ at home, there was a one point increase in the child’s score on a language tests
32.  http://www.youtube.com/watch?v =apzXGEbZht0
34. https://developingchild.harvard.e du/resources/how-to-5-steps- for-brain-building-serve-and- return/?utm_source=newsletter&u tm_medium=email&utm_campaig n=may_2019   /
35.  Study of two and three year olds found a positive association between a teacher talking and children’s language development – but only when that teacher talked to the child in a back and forth conversation, rather than just talking to the child with no opportunity for the child to respond Perry, P. (et al 2018) A year in words, PLOS One
37. Conversations at home ‘Ask me about’ stickers
38.  The rhyme  A card star to thread with wool  Star finger puppet  Biscuit recipe and star cutter  Glow-in-the-dark stars  Star kaleidoscope
39. Talk threads for families are displayed on a huge banner in the playground that says ‘Talk with your child ... check out the speech bubble below for ideas.’ The ideas are changed weekly.
41. Parent’s ability to tune into and comment accurately on what baby is thinking/feeling is a good predictor of child’s language abilities at two, and school success at 7 Oo you like the monkey, don’t you!
42. Following child’s lead and talking about what the child is looking at or doing or feeling
44. What’s that? I’d love to stroke him but ... I hope he’s not hungry.... What noise does it make? What colour is it ? I wonder what he likes to eat ... Oooooo.... Where does it live ?
47. Big bird! Yes it’s a big noisy bird called a magpie
48. Child says/communicates Adult responds Smiles when sees dinner ( at 8 months) Milk? (at 13 months) I’ve maked a house (at 3)
49. Child says/communicates Adult responds Smiles when sees dinner Yes its your dinner! It’s your yummy dinner…. Milk? The milk’s gone. It’s all gone I’ve maked a house Yes you’ve made a very tall house
53.  Toddlers read to or shown picture books daily are much less likely to be late talkers at two and a half (Collisson, 2016)  Children who read regularly with adults in early years learn language faster, enter school with larger vocabulary and become more successful readers in school (Mol, 2008)
54. Babies read to at eight months have better spoken vocabulary at 12 and 16 months (Karrass, 2005)
55. Reading to a 4 -5 year old child more frequently (every day or almost every day instead of twice a week or less) had the same effect on children’s reading skills at age 8-9 as being almost 12 months older (Kalb, 2013)
57. Greatest effect on language development found when adults use a conversational style, talking around and about the book and encouraging the child to join in, rather than simply reading the story aloud (Rowland, 2016) Use dramatic pauses!
58. February 2018 ‘The proportion of pre-school children being read to every day has dropped by a fifth over the last five years’
62. Research shows repeated reads of the same book are particularly effective for vocabulary development (Horst et al , 2011; Damhuis et al, 2014)
70.  Re-reading familiar stories  ‘Five-a-day’ read-aloud programme in one settng - five stories, narratives and information texts each day.  Volunteer programmes  Bedtime story events and projects
71.  Checking that the children who need it most are getting the shared books (and the conversations)
72.  Re-reading familiar stories  ‘Five-a-day’ read-aloud programme in one settng - five stories, narratives and information texts each day.  Volunteer programmes  Bedtime story events and projects
73. Dad’s reading challenge: ‘It can’t be true, can it?’ I really enjoyed coming home from work, knowing that my son had brought a story sack home from pre- school for our bedtime story.
74. A targeted programme for families with children age 2-5, to support early communication:  Six, weekly 1.5 hour group sessions with families, run by trained peer volunteers  Sessions concentrate on home learning environment and building talking into everyday activities  Big increase in parents reading with child every day, pre-post test increase in children’s standardised scores on language scale
75.  Home visits to model interaction and book-sharing, and some group sessions  Very good evidence of impact - significant increase in frequency of sharing a book from the start of the project to the end of the project plus decrease in the number of children who scored lower than their age-expected band in language and literacy at five after REAL
76.  Short – just four weeks  Two studies by Green (2003, 2004) provide preliminary results for self reported improvements in relationship quality and educational involvement for fathers and their children
79.  Compared talk in city park and indoor play area  Parent-child communication found to be more connected and responsive in the outdoors
80. Elicits more conversational ‘turns’ and more frequent and longer episodes of joint attention (Kidd, 2016)
90.  Two and three year old children  Those who heard most speech from their peers learned more new words and vocalised more during the cours of the year
92.  Quality of teacher emotional support predicts gains in language learning  Being warm and receptive and giving opportunities to talk about feelings is related to greater linguistic productivity and complexity in talk  BUT if instructional quality is low high ratings of social and emotional support in caregiving don’t predict positive language outcomes
94. Nuffield Early Language Intervention (NELI) ICAN’s Talk Boosts
95.  10 week programme of group sessions for 10 weeks in nursery, followed by 20 weeks of group and individual sessions in the reception class  Children who took part showed significantly better reading comprehension in Y1 than control group (Fricke, 2012)  Now available as YR only
96. 3 and 4 year olds, small group of 6-8 in nursery setting  Research showed highly significant progress in language development.  Twice the rate of progress in intervention group- average six months’ progress after the nine-week intervention
97. 3 and 4 year olds, small group of 6-8 in nursery setting  2015 rigorous study with a control group- highly significant progress in language development.  Twice the rate of progress in intervention group - average six months’ progress after the nine-week intervention
98. - Average progress 18 months over four month period - 83% of children reached expected levels in understanding and using vocabulary, meaning they no longer need extra help - Over three quarters of children reached expected levels in their ability to talk in sentences and no longer need extra help
100. Fascinating facts from the latest science about how children’s language develops Supporting parents - media campaigns and resources
102.  Many little things light up hungry little minds. Kids take everything in, and even the smallest things you do with them can make a big difference.  They love it when you chat, play and read with them, even when they’re too young to understand everything. Whatever the time and wherever you are, you can turn almost anything into a game.  And every little thing you do together will help set them up nicely for the day they start school.
105. https://www.gov.uk/government/publications/ using-the-hungry-little-minds-brand for posters and leaflets you can customise
110.  DfE’s Hungry Little Minds https://hungrylittleminds.campaign.gov.u k/  BBC’s Tiny Happy People https://www.bbc.co.uk/programmes/p07 8qy47
111. https://www.leedscommunityhealthcare .nhs.uk/our-services-a-z/speech-and- language-therapy2/service-downloads/
112. Look say sing play https://www.nspcc.org.uk/preventing- abuse/keeping-children-safe/look- say-sing-play/
113. Big Little Moments https://www.abetterstartsouthend.co.u k/biglittlemoments
114.  Chat as you go https://www.youtube.com/watch? v=NAxdDchXSug  Book sharing films https://literacytrust.org.uk/resourc es/reading-aloud-and-sharing- books-good-talking/ and https://www.youtube.com/watch?v =1crCPpG42tk 
115.  ICAN’s Talking Point www.talkingpoint.org.uk  National Literacy Trust’s Small Talk www.small-talk.org.uk
116. Any time is talk time  Dummies hide smiles You are the best toy in the box Turn off the TV and talk to me Face time your baby