EARLY YEARSTOOL KIT

SLT Early Years Toolkit- Version 3 – January 2017

INDEX

SECTION 1 Introduction to the Speech and Language Therapy Service and the interface with

Early Years Providers.

SECTION 2

What can families expect from the Speech and Language Therapy Service.

SECTION 3 Fact sheets on speech and language difficulties found in early years.

SECTION 4 How to access the Speech and Language Therapy Service. Referral guidelines,

and SPE form.

SECTION 5Parent information sheets.

SECTION 6Bookstart.

SECTION 7Information on how to access other organisations.

The Weston Area Health Trust Speech and Language Therapy Service in

conjunction with all Early Years Services aims to provide an effective, equitable

and efficient service to children in North Somerset.

SPEECH AND LANGUAGE THERAPY SERVICE TO CHILDREN IN THEIR EARLY YEARS

We work in partnership with families, health services, early years settings and

all other people involved in a child’s development.

We attend multi-professional Planning Meetings as appropriate where

individual children’s needs are discussed.

We will assist the early years settings in target planning, providing information

and advising on individual children’s speech and language needs.

Those working with children with a high level of need will be provided with a

Speech and Language Therapy Programme, devised and monitored by the

Therapist and carried out by the parents, carers and support staff.

Some families will be offered regular therapy sessions.

Our policy is to provide others, (particularly parents and carers) with the skills

to be the facilitators of their own children’s speech, language and

communication development.

Section 1: Page 1

WHERE TO FIND THE SPEECH AND LANGUAGE THERAPY SERVICE

Speech and Language Therapy Service is based at:

Speech and Language Therapy Dept.Drove HouseDrove Road

Weston-super-MareNorth Somerset

BS23 3NT

Tel: 01934 881306

The Service for children living in Clevedon, Nailsea, Portishead is based at:

Speech and Language Therapy DepartmentChildren’s Services North

The Barn, Great Western RoadClevedon

North SomersetBS21 6HB

Tel: 01934 426622

Please direct all enquires to Sarah Honey / Alyson Harris.

Please see Section 4 for referral information.

Section 1: Page 2WHAT CAN FAMILIESEXPECT FROM THE

SPEECH AND LANGUAGE

THERAPY SERVICE?

WHAT CAN FAMILIES EXPECT FROMTHE SPEECH AND LANGUAGE THERAPY SERVICE?

Referrals to the Speech and Language Therapy Service can only be made after discussion with parents/carers and when their consent is obtained.

The referrer completes a Single Point of Entry form, which is then sent to Specialist Community Children’s Services Speech and Language Therapy Department.

The service sends a letter to parents requesting they make contact to book an initial assessment. This will usually be within 13 weeks.

If parents do not contact the department to make an appointment or discuss their child’s referral, the referral is passed to the Early Years Coordinator for review. If there are significant concerns we will contact the Health Visitor or referrer requesting they support the family in making an appointment, otherwise a letter will be sent inviting them to contact the Department within 3 weeks to request their initial assessment. If no contact is made the child will be discharged.

Section 2: Page 1

THE INITIAL ASSESSMENT

INFORMATION FOR PARENTS

Your first appointment will last between half an hour and one hour.

If your child is talking, it will help to bring a list of the words or sentences they say at home. Please write down what you hear your child say in one morning or one afternoon, and bring the list with you.

You will be asked about your child’s general development as well as his/her speech and language development.

Remember to bring any glasses or hearing aids that your child usually needs.

Advice will be given at this first session and the Therapist will also write a brief report for you and all of those working with your child.

You may be offered a programme of work for home, playgroup or nursery.

Some children need individual work with the Therapist.

You may be offered a review appointment so that the Therapist can make sure that your child is progressing.

Some children only need an assessment appointment and then the Therapist writes about his/her findings but no follow up appointment is needed.

Bring your Child Health Record Booklet [red book] so that the Therapist can record some brief information about your visit and also briefly review what other appointments have been attended, for example hearing tests.

Section 2: Page 2

HOW CAN PARENTS PREPARE THEIR CHILDFOR THEIR FIRST VISIT

It is a good idea to tell your child that you are taking him/her to see the Speech and Language Therapist.

Bring some toys or pictures that your child will want to share with the Therapist during your time at the Clinic. Family photographs are often a good way of encouraging your child to relax with the Therapist.

It is best not to tell your child that they will have to speak to us – this will almost certainly mean they won’t! It is best just to tell them they are coming to play with some toys.

We aim to make all your appointments at the Speech and Language Therapy Clinic enjoyable and relaxed, for both you and your child.

We look forward to meeting you both!

Section 2: Page 3

EARLY COMMUNICATION

DEFINITION

In simple terms children develop their language and communication skills by building on the solid foundations of the skills listed below.

They need to be able to:

▪ Interact▪ Pay attention and listen▪ Be given opportunities and experiences▪ Understand their world▪ Talk about their world▪ Speak clearly

Some children need ‘fine tuning’ to fully develop each step towards good language and communication skills.

Section 3: Page 1

Experience and Play

Understanding

Speaking Clearly

TalkingIn

Sentences

Attention and

Listening

Interaction

EARLY COMMUNICATION

WHAT YOU MAY SEE

In the Nursery, the child may:-

- Be unable to interact well with adults or other children.- Be unable to listen well.- Find copying difficult.- Not be able to pick up on what the other children do or say.- Be uninterested in what everyone else is doing and wants to follow an ‘own

agenda’.- Be confused by gesture, facial expression.- Be unable to send their own definite messages by gesture or facial

expression.- Be reluctant communicators.- Be unable to initiate and have to rely on adult support.

STRATEGIES AND ADVICE

Follow the child’s lead.

▪ This means observing the child, listening to them and joining in their game without taking over.

▪ Comment on what the child is looking at or doing.▪ See what really interests the child and join in. Try to make these joint interest

play sessions a little longer each time.

Give opportunities for good listening

▪ Cut down on background noise.▪ Praise good listening.▪ Link sounds to objects.▪ Use tone of voice and facial expressions that will capture the child’s attention

and encourage them to listen to you.

Pausing encourages more initiation

▪ When you give children extra time to respond, you encourage them to be an active communicator.

▪ Pausing makes sure that you can’t ‘take over’ the conversation.▪ Children copy more when given time.

Section 3: Page 2

Copying

▪ Copying encourages cooperation as well as social interaction.▪ Copy sounds, faces, gestures, movements etc. to start a two way

conversation.▪ Keep activities at a fun level, make big gestures and make your voice lively so

that children will want to keep looking at you and copy what you do. Puppets etc. work well.

Be on the child’s level

▪ Letting the child see your face will encourage communication.▪ Face to face works best, for a child who needs assisted seating you may

need some help from a physical therapist.▪ Think about the physical environment, heights of chairs and whether children

in groups can all see your face.

Use routines to encourage language

▪ A routine can be repeated over and over giving the child more opportunities to learn meanings of objects, actions and words.

▪ Children become more confident with structure and routines because they can anticipate what will happen next.

▪ Keep language simple and try to use the same words as a routine occurs. Children who have security with routines use more language at these times.

Encourage Turn Taking

▪ Support the child so that he/she can have an equal turn.▪ Use words, signs and symbols to support good listening, good looking, good

waiting, good turn taking. ▪ Turns are easiest one to one at first. Gradually introduce more people into a

group so that the child has to wait a little longer for their turn.

Encourage Initiation

▪ Use choosing boards. Reluctant children who need to be supported by an adult can be helped by having a choosing board. Select three or four activities on offer and encourage the child to use the pictures to indicate their choice.

Section 3: Page 3EARLY COMMUNICATION

SUGGESTED RESOURCES

It takes Two to Talk, Ayala Manolson, Winslow Press, Goyt Side Road, Chesterfield, Derbyshire, S40 2PH (Tel: 0845 921 1777), www.winslowpress.com

More than Words, Fern Sussman, Winslow Press

Early Language Builders, Sunnyside, Wadebridge Road, St Mabyn, Bodmin, Cornwall PL30 3BQ – Tel – 01208 841450.

Learning Language and Loving It – Hanen, Winslow Press, Goyt Side Road, Chesterfield, Derbyside, S40 2PH (Tel: 0845 921 1777)

Talking Together – STASS Publications

Developing Baseline Communication Skills – Catherine Delamain & Jill Spring, Speechmark Publications. www.speechmark.net

Early Communication Skills – Charlotte Lynch and Julia Kidd – Speechmark Publications. www.speechmark.net

Section 3: Page 4

ATTENTION AND LISTENING SKILLS

DEFINITION

Attention and Listening skills are essential for Speech and Language

Development. Attention development follows a recognisable developmental

progression. A child who follows this normal progression, but is not at the level

expected for his/her age may have delayed attention. A child whose attention

and/or listening skills do not follow a normal pattern, may have other difficulties

that may co-exist.

WHAT YOU MAY SEEIn the Nursery, the child may:~

Be easily distracted and flit from one thing to another.

Be over-aware of all the noises around him, and be unable to be selective

about the important things to focus on.

Be unable to sustain attention over a period of time, but will sometimes

surprise you by getting something right.

Be unable to do a task and listen to something else at the same time.

Only be able to listen to the first or last part of an instruction.

Be fidgety – is unable to stop when asked.

Be unable to listen to a whole instruction – starts to do a task when the

speaker is in mid-sentence.

Give good eye-contact for a time, then looks distracted.

Be unable to listen because he/she is anxious about a situation.Section 3: Page 5

ATTENTION AND LISTENING SKILLSSTRATEGIES AND ADVICE

Reduce distractions.

Say the child’s name before you give an instruction.

Use visual pictures/ symbols and teach the child about GOOD LOOKING,

GOOD LISTENING, GOOD WAITING, GOOD TURN-TAKING, GOOD

SITTING and GOOD WORK. Visual information is a more concrete reinforcer

than just saying these things.

It is essential that the language you use is at the child’s level of

understanding. A child who understands at 2 word level will NOT process a

request at 3 word level.

Use SHORT

SIMPLE

CHUNKED

Sentences

Check that information given is understood before further instructions are

given.

Work for short periods of time, and then let the child have a rest. Gradually

build up the ratio of work time to rest time.

Use words, signs, and symbols that are appropriate to any given situation.

E.g. A discreet GOOD LISTENING reminder can be given by sign or gesture

at story telling time by the child’s support worker.

Stop when the going’s good! Try not to extend an activity when you have lost

the child’s attention.

SUGGESTED RESOURCES Musical Instruments Sound Lottos Helping Young Children to Listen – ‘Lola’ Developing Baseline Communication Skills Social Use of Language Programme Foundations of Literacy Early Language Builders Black Sheep Listening Activities Talking Together – Rachel Hall, STASS Publications Section 3: Page 6

PLAY AND LANGUAGE DEVELOPMENT

DEFINITION

Play is the work that children do. It sounds so easy but many children have difficulties in their so called ‘work’. The development of play broadly corresponds with language development in the usual developmental profile. A child with delayed language may have delayed play skills. However, a child with a disordered language acquisition pattern may also have unusual play skills. An example is children on the Autistic Spectrum who may have seemingly advanced speech and language but little idea of how to play imaginatively, symbolically or co-operatively.

WHAT YOU MAY SEE

In the Nursery, the child may:

Be unresponsive and not interested in interacting. Unstructured situations such as outside play cause particular problems.

Be unable to cope with the rules of play which may make a child appear uncooperative or badly behaved.

Have play skills which seem uneven. For example, a child may use elaborate re-enactments in their play with good vocabulary use and strong make believe, yet they may find simple reciprocal games which involve turn taking much more difficult.

If a child has a generalised developmental delay, language delay or disorder, it is possible that their play will be at the same level as these skills. Children experience and learn language through play, therefore the opportunities for play in their environment need to be suitable and appropriate for their current level of skill.

Section 3: Page 7

PLAY AND LANGUAGE DEVELOPMENT

STRATEGIES AND ADVICE

Play has a developmental order. It moves from the real to large symbolism, to small symbolism and into the abstract, ie. pictures etc.

For example:

a) The child may use him / herself.b) Large dolls and teddies are a bit more symbolic.c) Small dolls house / farm animals size toys are yet more symbolic.

Pictures represent the real thing and are a progression in the child’s symbolic understanding.

Follow the child’s line of interest so that play is fun and meaningful.

Repetition in play can be useful. Use the situation to learn and reinforce vocabulary and language concepts. Take the topic from the nursery curriculum and adapt the ideas at a play level suitable to the child’s developmental level.

Use play to look at when the child initiates, anticipates and takes turns with you. Use the play situation to adapt your language, keep in mind your language development aim and use the opportunities around you.

Assess where the child is in play terms. Is he/she:

a) Solitary

b) parallel, alongside others

c) co-operative

d) in pretend play mode.

Be aware of the progression, identify where the child is and move towards the next goal.

Section 3: Page 8

PLAY AND LANGUAGE DEVELOPMENT

INTERACTION AND TURN TAKING

Easy to say, hard to do!

Interaction is about learning the value of people and turn taking helps towards this goal. Some children need lots of help. They may need to be shown.

Imitation in play is important in getting the child to learn from you and hopefully adapt what you have demonstrated.

Coach. Tell the child and show him how to play. Lend a hand, eg. “It’s my turn now”.

Scaffold the play so that you can provide props. Let the child play, prop up as necessary and withdraw when the child becomes more skilled.

Role Play so that situations and experiences can be demonstrated by you, then moved forward by the child.

SUGGESTED RESOURCES

It takes Two to Talk, Ayala Manolson, Winslow Press, Goyt Side Road, Chesterfield, Derbyshire, S40 2PH (Tel: 0845 921 1777)

More than Words, Fern Sussman, Winslow Press Early Language Builders, Sunnyside, Wadebridge Road, St Mabyn, Bodmin,

Cornwall PL30 3BQ – Tel – 01208 841450. Developing Baseline Communication Skills – Catherine Delamain & Jill

Spring, Speechmark Publications. www.speechmark.net Learning Language and Loving It – Hanen Publication,

Section 3: Page 9

VOCABULARY

DEFINITION

Vocabulary is the bank of words children can understand and/or use meaningfully. This includes nouns, verbs, adjectives, basic concepts and prepositions etc.

Semantics refers to the meaning of words and relationships between words (e.g. opposites, categories). The meaning of individual words can change depending on the context.

Vocabulary learning is affected by many factors including:~

Listening skills.

Auditory memory.

Life experience.

Expressive language/speech difficulties.

Word retrieval abilities (the child has the word in his memory store but has

difficulty accessing it when he needs to use it).

WHAT YOU MAY SEE

In the Nursery, the child may:~

Have difficulty naming familiar items.

Talk about a limited range of subjects.

Talk hesitantly with mispronunciations, repetitions, inappropriate choice of

words.

Over use non-specific words e.g. it, there, that, thingy, whatsit.

Use a lot of gesture and pointing.

Have difficulty learning and remembering new vocabulary.

Appear to talk fluently but without clearly expressing their meaning (talk

around the houses). Section 3: Page 10

VOCABULARY

STRATEGIES AND ADVICE

Basic vocabulary may need to be checked and specifically taught.

Identify and prioritise key vocabulary items across the foundation curriculum.

Introduce new vocabulary explicitly using a multi-sensory approach including

visual materials/objects, symbols, real experience.

Recap on key vocabulary and ideas at the end of sessions.

Revise new vocabulary at regular intervals.

Display key vocabulary within the nursery using charts, labelled pictures,

words and symbols. (these should be positioned at child height)

Encourage the child to use description, gesturing, signing when he can not

retrieve a word (what it looks like, its function, etc).

Use personal vocabulary books/files to encourage practise and revision at

home.

MORE SPECIFIC SUGGESTIONS

Arrange pre-tutoring of foundation curriculum vocabulary to whole group.

Teach vocabulary using:

Objects and pictures available

‘Hands-on’ experience of what things are and what they do

Simple definition

Categories and category names

Associations – e.g. table and chair.

Description

Similarities and differences

Odd one out – e.g. cow, pig, car.

Very simple Mind Mapping. Use objects and pictures.

Section 3: Page 11VOCABULARY

MORE SPECIFIC SUGGESTIONS CONTINUED Develop an individual vocabulary book divided into topic areas. Use pictures,

symbols, diagrams, simple definitions to explain word meaning.

In individual book sessions, identify with the child any words not understood.

Develop a vocabulary wall.

Label displays. Remember that symbols and words need to be within the

child’s symbolic development

e.g: real cup picture of cup symbol word

SUGGESTED RESOURCES

Key vocabulary for curriculum areas – Qualifications and Curriculum

Authority – website

Living Language – Ann Locke, NFER-Nelson, Darville House, 2 Oxford

Road East, Windsor, Berks, SL4 1DF (Tel – 01753 858961)

Colour Cards and Colour Library, LDA Duke Street, Wisbech, Cambs

PE13 2AE (Tel – 019345 463441)

Black Sheep Press - Identifying and Describing- Vocabulary builders- Semantic Categories- See Catalogue for more

Black Sheep Press, 67 Middleton, Cowling, Keighley, W Yorks BD22 0DQ

www.blacksheeppress.co.uk

Early Language Builders – Sunnyside, Wadebridge Road, St Mabyn,

Bodmin, Cornwall PL30 3BQ Tel:01208 841 450

www.elklan.co.uk Writing with symbols – Widgit Software Ltd www.widgit.com

Learning Language and Loving It – Hanen Publications. www.hanen.org

Real objects and toys. Shop catalogues e.g. Argos, Next, Early Learning Centre for pictures of

clothes, toys etc.

Developing Baseline Communication Skills Section 3: Page 12

VERBAL COMPREHENSION(UNDERSTANDING LANGUAGE)

DEFINITION

Terms often used to describe comprehension:~ Verbal comprehension. Receptive language. Understanding of spoken language. Language processing and auditory processing.

The ability to understand language involves the following skills:~ Listening. Remembering information (auditory memory). Understanding vocabulary and concepts. Understanding the number of keywords in a sentence and word order.

WHAT YOU MAY SEE:

In the nursery, the child may:~

Look blank when addressed.

Have poor listening skills.

Not respond to the speaker, or echo back what has been heard.

Give inappropriate responses to questions, instructions and in conversations.

Take cues by observing other children around them.

Seek a lot of reassurance from adults.

Be hesitant to start a task following spoken instruction.

Exhibit inappropriate ‘naughty’ behaviour.

Socially the child may:~

Appear isolated, bored or withdrawn.

Play alongside or copy peers.

Have difficulty making friends. Section 3: Page 13

VERBAL COMPREHENSIONSTRATEGIES AND ADVICE

How you can help the child:

Gain child’s attention before giving any instruction by saying the child’s name.

Make sure you know how many Key Words the child can understand.

Make full use of visual clues to support spoken or written information, e.g.

pictures, photos, symbols, facial expression and gesture.

Allow extra time for the child to understand before responding.

Simplify your own language (KISS – Keep It Short and Simple).

Check that the child has understood before moving on.

Use gestures to accompany key words. Not only will this add to the

information that the child can receive, but also will SLOW YOU DOWN.

Using visual signs encourages a child to look at you and will improve

listening.

TARGETED ACTIVITIES

Teach Good Listening skills and frequently revise them.

Consider reducing content of group activities.

Group size is important – ideally no more than 3 children per adult.

Reinforce key concepts.

Pre-tutor vocabulary (teach words before introducing topic), also use pictures,

symbols and gesture.

Repeat activities in different ways to reinforce understanding.

Concept knowledge is vital for understanding long and complex instructions,

for example, big and little.

Section 3: Page 14

VERBAL COMPREHENSION

SUGGESTED RESOURCES

Language Steps (structured language programme) – Winslow Press.

www.winslowresources.com

Listening Skills Collection – Early Years – Winslow Press

Listening Lottos Black Sheep Press: Nursery Narrative Pack

Reception Narrative Pack

Language Through Listening

Barrier Games

Black sheep press, 67 Middleton, Cowling, Keighley, W Yorks BD22 0DQ

(Please send for FREE catalogue for lists of Language activities)

Early Language Builders - Sunnyside, Wadebridge Road, St Mabyn,

Bodmin, Cornwall PL30 3BQ Tel:01208 841 450

It Takes Two to Talk – A Hanen Publication, Available from Winslow Press.

Teddy Language Packs 1 & 2 – STASS Publications, 44 North Road,

Ponteland, Northumberland, NE20 9UR Tel: 01535 631 346. www.stass.co.uk

Developing Baseline Communication Skills - Catherine Delamain & Jill Spring, Speechmark Publications. www.speechmark.net

Section 3: Page 15

EXPRESSIVE LANGUAGEDEFINITION

Expressive language is the way we put words together into phrases and sentences to express meaning. It includes aspects such as word order, use of small function words e.g. ‘of’ and ‘are’ and word endings e.g. those signalling plurals and different verb tenses. Expressive language follows a recognised developmental progression. If a child follows this normal progression but at a slower rate than their peers, they have expressive language delay. If they do not follow this progression their expressive language is considered to be disordered.

WHAT YOU MAY SEE:

In the Nursery the child may:

Be unable to use single words

Be unable to put words together

Use the main content words and miss out many of the small function words

Struggle to express their ideas clearly, pausing and revising what they have

said.

Use the wrong word order, thus distorting meaning.

Rely on the present tense.

Sound immature compared with their peers, e.g. ‘me do that’.

STRATEGIES AND ADVICE

Repeat the child’s language using the correct sentence structures. This

checks you have understood their meaning and provides them with a good

model e.g. child says “no biscuit more”, you model “biscuits finished”.

Section 3: Page 16EXPRESSIVE LANGUAGE

STRATEGIES AND ADVICE CONTINUED

Expand what they have said a little e.g. child says ‘man walking’, adult says

‘man walking home’.

Expand by only a little, so that the child can focus on a ‘chunk’ of language at

or just ahead of their present skill level.

Give the child extra time if necessary to express their ideas. Avoid finishing

their sentences for them.

Use the ‘hands-on’ approach to illustrate a picture story sequence. For

example, planting seeds can be demonstrated, then backed up with pictures.

Use simple picture sequences to develop the child’s narrative skills, getting

them to order the pictures, then say one or two sentences about each one to

produce a coherent story.

SUGGESTED RESOURCES

Language Steps – Amanda Armstrong STASS, 44 North Road, Ponteland,

Northumberland, NE20 9UR – Tel: 01661 822316. STASS Publications

Black Sheep Press – adjectives,prepositions,words in pictures,sentence builderpicture sequences [2 and 3 pictures]Nursery Narrative PackReception Narrative Pack

Black sheep press, 67 Middleton, Cowling, Keighley, W Yorks BD22 0DQ

Developing Baseline Communication Skills – Winslow

Early Language Builders - Sunnyside, Wadebridge Road, St Mabyn,

Bodmin, Cornwall PL30 3BQ Tel:01208 841 450

It Takes Two to Talk – A Hanen Publication, Available from Winslow Press.

Teddy Language Packs 2 & 3 - STASS Publications.

Foundations of Literacy – DFES.Section 3: Page 17

DEVELOPMENT OF SPEECH SOUNDSDEFINITION

Speech is a series of sounds usually known as vowels and consonants (phonemes) that are used together to form words and sentences.

Children’s speech development follows a normal pattern from simple sounds e.g. ‘b’, ‘m’, ‘d’, progressing to more complex sound blends (clusters) e.g. ‘ch’, ‘bl’, ‘sm’.

Children with speech delay follow this progression more slowly.

Those with disordered speech do not follow this pattern.

Some children have difficulty with articulating specific speech sounds for example a lispy ‘s’, however this does not usually impair intelligibility.

Phonological awareness is the ability to recognise sounds and patterns of sounds in words and is an important foundation skill for future literacy development.

WHAT YOU MAY SEE

In the Nursery, the child may:~

Be reluctant to contribute.

Sound immature, using simple sounds to replace more difficult ones.

Have difficulty in sequencing sounds.

Be difficult to understand without contextual clues.

Not be able to say plurals or tense endings.

Section 3: Page 18

DEVELOPMENT OF SPEECH SOUNDS

STRATEGIES AND ADVICE

Listen more than you talk. This will give the child time and space to get their message across.

Use non-verbal ways of communicating e.g. gestures, mime, pointing.

Try to find individual time to listen and talk with the child in order to tune into their speech.

Value what the child says, not how they say it.

If you know what a child is trying to tell you, accept the way it is told.

Handle communication breakdowns sensitively in as low key a way as possible.

Provide shared contexts e.g. pictures, books, home/school diary, play activities etc. to help predict the content of conversation.

Ask closed yes/no questions in ‘show and tell’-type sessions.

Model and emphasise the correct versions of speech rather than asking the child to repeat words after you.

Encourage the child to show you if they can’t be understood.

Encourage the development of phonological awareness skills e.g. rhyming, discrimination and sorting games. It may be helpful to include the child in small group Jolly Phonic type ‘play with sounds’ activities.

Encourage the child to use key words, the ones which carry the most meaning.

Remember you don’t have to understand every single word.

Section 3: Page 19DEVELOPMENT OF SPEECH SOUNDS

SUGGESTED RESOURCES

Black Sheep Speech Sound Work Programmes (various), Black Sheep Press, 67 Middleton, Cowling, Keighley, W Yorks BD22 0DQ Tel – 01535 631346

Jolly Phonics (Sue Lloyd), Winslow Press, ISBN – 1-870946-07-3.

Playing with Sounds – a supplement to progression in phonics – DFES.

Beat Baby

Foundation of Literacy - DFES

Letters and Sounds – DFES – principles and practise.

Early Language BuildersEarly Communication Skills – Charlotte Lynch and Julia Kidd, Speechmark

Publications. www.speechmark.net

Mr Bigmouth – contact Speech and Language Therapy Service.

Mr Tongue – contact Speech and Language Therapy Service.

Section 3: Page 20

PRAGMATICSDEFINITION

Pragmatics is the way we understand and use language and communication in social situations and can also be termed as social interaction skills.

WHAT YOU MAY SEE:

In the Nursery, the child may:~

Give contributions that are unrelated to the topic.

Have a limited understanding and use of facial expressions.

Only understand language in a literal way.

Have speech that sounds more adult like than their peers i.e. use of overly

mature vocabulary.

May not use appropriate ‘speech code’. For instance, may talk too formally to

peers.

May launch into long monologues with limited awareness of listener needs.

Have difficulty with establishing and maintaining friendships. Peers may find

them annoying or irritating.

Rely on known routines and find change difficult.

Have obsessional interests and topics of conversation.

Have difficulty in appropriately starting, maintaining and ending

conversations.

Lack imaginative play and language.

Speech may sound unusual, e.g. too flat and monotone, or very ‘sing-songy’

Section 3: Page 21

PRAGMATICS

STRATEGIES AND ADVICE

Make sure your input is at the child’s level.

Provide visual support within the nursery, e.g. real objects, pictures,

photographs, gestures, symbols and work planning sheets.

Provide and discuss daily a visual timetable. Prepare the child in advance for

any possible changes.

Make sure there are situations where the child can still make a supported

choice, such as a four picture choosing board.

Keep language simple and sequential, e.g. ‘put your toys away, then out to

play’, rather than ‘go out to play after you put your toys away’.

Be aware that the child may not understand or respond appropriately to your

body language, facial expression, tone of voice etc.

Try to use literal language whenever possible and explain use of abstract or

non-literal language.

Use small group time to develop social skills and address difficult areas of

communication.

Give immediate specific feedback on the appropriateness of the child’s

communication, e.g. ‘well done, you waited your turn’ or ‘we are talking about

holidays now, you can tell us about Thomas the Tank Engine later’.

Arrange for the child to have a talking time where he can choose the topic of

conversation e.g. 5 minutes a day with an adult.

Be aware that the child may need support during unstructured times e.g.

outside play time. This could take the form of supported games or guided

interaction with others.

Model ‘Good Conversation’ skills and make the unwritten rules of

conversation explicit to the child.

Section 3: Page 22

INTERRUPTED FLUENCY AND STAMMERING

Between the ages of 2 and 5 years, when children are learning to talk, it is normal for them to repeat words and phrases and hesitate with ‘ums’ and ‘ers’ when sorting out what to say next. About five in every hundred children will experience more difficulty in talking and may stretch sounds, for example, “I want Ssssstory”, repeat parts of words, for example, “mu mu mu mu mummy”, and get stuck on words so that no sound comes out for several seconds, for example, …“ I got teddy”. A few of these children will simply not grow out of it and will be at risk of developing a persistent stammer. If there are concerns about a child’s fluency, refer to the Speech and Language Therapist. Early intervention by a Speech and Language Therapist can help children to develop normally fluent speech.

STRATEGIES AND ADVICE

How you can help:~

Show you are interested in what the child says, not how he/she says it. Look at the child so he/she knows you are listening.

Give the child time to finish what he/she is saying. Slow down your own rate of talking. This will help the child feel less rushed

and is more helpful than telling a child to slow down, start again or take a deep breath.

Use language that the child can easily understand. Give the child periods of individual time without competition and interruptions

from other children. Reduce the number of direct questions you ask the child. Pause for a second before you ask a question for the child to answer. This

less hurried way of talking reduces the pressure on the child to reply quickly. Accept non-verbal responses from the child (nod of the head). If the child is experiencing great difficulty with the non-fluency, then reduce

any demands for spoken language.

SUGGESTED RESOURCES

The British Stammering Association (BSA), 15 Old Ford Road, London, E2 9PJ Tel – 020 8993 1003 Fax – 020 8983 3591 Website – www.stammering.org

Section 3: Page 23

DRIBBLING ADVICE

1. Does he mouth breathe because his nose is blocked? - Does he have restricted opening in the nose, throat, e.g. enlarged adenoids, tonsils? Refer to GP and ENT.

2. Does he have an eating/drinking difficulty in association with a physical, learning or communication difficulty? Refer to S&LT.

3. Can the child achieve lip closure? If he is old enough to understand, try a gentle and frequent upward tap under the chin [to encourage mouth closure] with the command “close your mouth and swallow”.

4. The way the child’s mouth is wiped may increase the production of saliva.

[a] DO

Wipe with a small tight wedge of absorbent material.

Touch the mouth only.

Wipe slowly and firmly, use a firm ‘dabbing’ movement.

[b] DON’T

Don’t suddenly wipe his mouth; tell him what you are about to do.

Don’t use a large piece of cloth, tissue etc. which will touch the sides of the face as well as the mouth. It provides so much stimulation that more saliva is produced.

Don’t wipe the mouth quickly.

Don’t wipe with light, gentle movements; they are too stimulating.

Section 3: Page 24

GENERAL RESOURCES

We recommend the following resources, which cover a range of aspects of communication difficulties and contain practical advice and activities. We would be happy to discuss these resources and may show you copies if we have them in the Department. Please contact your local Speech and Language Therapist for further information.

Early Language Builders. Advice and activities to encourage children’s communication skills.Published by:~ ELKLAN

Speech and Language Therapy Training ConsultantsSunnysideWadebridge RoadSt MabynBodminCornwall PL30 3BQwww.elklan.co.uk

Developing Baseline Communication Skills by Catherine Delamain and Jill Spring.Published by:~ Winslow Press

Goyt Side RoadChesterfieldDerbyshire S40 2PHTel – 0845 921 1777www.winslowresources.com

Black Sheep Press Resources. Catalogue available from:~Black Sheep Press67 MiddletonCowlingKeighleyWest Yorks BD22 0DQTel – 01535 631 346www.blacksheeppress.co.uk

Hanen Publications:It Takes Two to TalkLearning Language and Loving ItMore than WordsTarget WordsAll available from Winslow Press Section 3: Page 25

GENERAL RESOURCES CONTINUED

STASS Publications:44 North RoadPontelandNorthumberlandNE20 9URTel – (01535) 631346www.stass.co.uk

The Makaton Vocabulary Development Project - www.makaton.org

Communication in Print – www.widgit.com

I CAN – www.ican.org.uk

Section 3: Page 26

HOW TO REFER TO THE

SPEECH AND LANGUAGE THERAPY SERVICE

Please use the guidelines and accompanying notes provided to decide if the

child’s difficulties fall into the ‘REFER’ or ‘Referral not necessary’ criteria.

Please complete the Single Point of Entry Referral Form – a sample is

enclosed for you to photocopy.

Send all completed information to the address in the box at the bottom of the

Single Point of Entry form.

Section 4: Page 1

WESTON AREA HEALTH TRUSTPaediatric Speech & Language Therapy Service

Guidelines for Referral to Speech & Language Therapy (via Single Point of Entry form) – Early Years

Note: When making a referral please put the child’s language development in the context of general development, milestones & behaviour

Age Patterns of Communication Action Advice

18 months Concerns about:

a] little pretend play; fleeting attention; rarely responds to name or to other single words; no babble; no apparent comprehension.

b] some pretend play; possibly poor attention; babble or jargon but not clear words yet; responds to simple instructions eg ‘where are your shoes?’; starting to interact eg responds to name or to other single words

Consider referral for hearing assessment; follow-up 3-6 monthsReferrer to review

As above; referral NOT necessary; you may want to follow-up

‘Baby Talk’

2 years Concerns about:

a] little pretend play; poor attention; few or no words; no apparent comprehension, or inability to assess this; little or no interest in communication and interaction

b] good pretend play; able to concentrate for short spells; possibly jargon, but few or no words; responds to instructions eg ‘give the apple to teddy’

c] small and increasing number of words, ie. 10-20 words.; no concerns re. comprehension; speech may only be intelligible to close family.

REFER to SLT

Follow up 3-6 months

Referral NOT necessary

‘Toddler Talk’

2.06 years Concerns about:

a] Little or no interest in interaction and communicationOR few or no words, though other skills are good, eg. attention + playOR comprehension obviously delayedOR no word-joining

b] Single word vocabulary of 50+ words, parents report progress with expanding vocab and beginning to word join eg ‘more drink’,

‘daddy gone’ No concerns about comprehension Maybe intelligible to close family but not to others

REFER to SLT

Referral NOT necessary

‘Toddler Talk’

Age Patterns of Communication Action Advice

3 years Concerns about:

a) Uses only 1 - 2 word sentences and/or learnt and/or inappropriate short sentencesOR is unintelligible most of the time to familyOR hardly ever responds to adult suggestions during play and cannot attend for longer than a few minutes.

b] Uses appropriate sentences of 3 or more words; Co-operates with adult suggestions most of the time

Is intelligible most of the time to the family. Is often unintelligible to people other than close family Is beginning to understand concepts eg, big & little

REFER to SLT

Referral NOT necessary

‘Toddler Talk’or

‘Pre-school Talk’as appropriate

Evidence of stammeringa)- repeating parts of words, eg “I got te te te teddy”

–stretching sounds in words, eg “Mmmmmmumy”- difficulty getting started—words get ‘stuck’

b)-repeating whole words and/or phrases eg “ mum mum mum I saw..” Or “I got I got I got one them”-hesitating , eg “ um um um”, These are common between ages 2- 5 years

REFER to SLT

Unless there is a family history of stammering- Referral NOT necessary

May contact SLT for advice and/orlook on British Stammering Assoc. websitewww.stammering.org

3.06 – 4.06 years

Concerns about any or all of the following:

a} no evidence of 5 –6 word sentences Utterances are echoed or repetitive Often can’t understand everyday instructions that peers can understand Pre-school reports he/she cannot play with other children Unintelligible to all except close family No fricative sounds [ f, v, s, z, sh ] at all, not just one or two yet to develop. This does not include blends, e.g. ‘sp’ for spoon, ‘fl’ for flower All sounds at the beginning or at the end of words omitted

b] sentences are at least 5 – 6 words long and appropriate can understand ‘here and now’, concrete ideas some fricative sounds are used is mainly intelligible to you

Evidence of stammering-------- As before (3 yrs)

REFER to SLT

Referral NOT necessary

As Before

Toddler Talk’or

‘Pre-school Talk’as appropriate

As before- contact SLT for advice and/or go to BSAWebsite

WESTON AREA HEALTH TRUSTPaediatric Speech & Language Therapy Service

Guidelines for Referral to Speech & Language Therapy (via Single Point of Entry form) – School Aged

AGE PATTERNS OF COMMUNICATION DEVELOPMENT ACTION

4.00 - 5.00 years Unusual play skills, imagination and interaction. Echoed or repetitive language. Poor understanding when compared to peers. Limited sentence construction, e.g. missing action words

Unintelligible to you more than 50% of the time. Few or none of the following sounds used [f, v, s, z, sh, k, g, t, d] [not blends such as sp / sm / fl ] Final consonants in words are omitted

Evidence of Stammering Habitual hoarse/husky voice in the absence of a cold/cough

Refer SLT

Refer SLT & check hearing status with

School Nurse

Refer SLT

Sentences are 5 – 6 words long but grammar may be immature, eg. problems with tense, eg. breaked ; we going swimming; ‘little’ words are omitted - is/the/of.

Speech mainly intelligible but clarity decreased in long sentences or when the child is excited or upset.

Blends not consistently used, eg., tr, fl, sm, gr, sk.

Sounds such as ch, j, r, th, l, are not accurate

Referral NOT necessary

AGE PATTERNS OF COMMUNICATION DEVELOPMENT ACTION

5.00 - 6.00 years Is unable to use long sentences with linked ideas

Spoken contributions are rarely relevant or appropriate to the situation.

Only uses very general vocabulary, eg. putting, making, going, instead of more specific vocabulary. May appear to be unable to remember new words or recall words.

Evidence of stammering.

Habitual hoarse/husky voice in the absence of a cold/cough.

Is unintelligible to you at least 50% of the time

Still not using s, f, t, d, k, g.

Refer to SLT

Sentences are long and appropriate but some grammatical features are still incorrect, eg. irregular plurals – eg. sheeps; irregular past tense - eg. writ, falled.

Speech mainly understood, but intelligibility decreases in long or complex sentences or when the child is excited or upset.

Sounds such as r, l and th are not accurate.

Blends are used accurately.

Evidence of a lisp, uses th for s and this does not affect intelligibility

Slushy ‘s’ but can be understood.

Referral NOT necessary

AGE PATTERNS OF COMMUNICATION DEVELOPMENT ACTION

6.00 - 7.00 years Is unable to use long, complex sentences involving words such as ‘but’ and ‘because’, eg. I wanted to buy some sweets but the shop was closed.

Has difficulty following an instruction in Class involving a sequence of items.

Is unable to maintain a meaningful conversation.

Evidence of stammering.

Habitual hoarse/husky voice in the absence of a cold/cough.

Has difficulty with any speech sounds except r and th.

Has difficulty with a large number of blends such as sp, fl, gl, sk, tr.

Refer to SLT

Evidence of a lisp, eg. uses ‘th’ for ‘s’. Slushy ‘s’.

Uses ‘f/v’ for ‘th’.

A few blends are not used correctly.

Referral NOTnecessary

AGE PATTERNS OF COMMUNICATION DEVELOPMENT ACTION

8.00 years + Difficulty maintaining a meaningful conversation with adults or peers.

Difficulty using language/vocabulary to describe, predict and/or sequence.

Difficulty following Class instructions.

Evidence of stammering.

Habitual hoarse/husky voice in the absence of cold/cough.

Any speech/articulation difficulty that is causing the CHILD significant distress.

Refer to SLT

Evidence of a lisp - uses ‘th’ for ‘s’.

Uses ‘f/v’ for ‘th’.

Referral NOTNecessary

FLUENCY AND VOICE

FLUENCY

Repetitions, prolonging sounds and blocking.

Please REFER children who stammer.

Contact SLT dept. for advice and/or look at BSA website

VOICE

REFER children who have a hoarse or husky voice in the absence of a cold/cough.

REFER children who sound nasal when speaking in the absence of nasal congestion (this could be excessive [hypernasal] or reduced nasality [hyponasality]).

Secion 4: P.2.

GENERAL GUIDELINES FOR REFERRALTO SPEECH & LANGUAGE THERAPY

ACCOMPANYING NOTES

These guidelines are for use in conjunction with the Referral Tables. Please consider the following when referring any Child

to Speech & Language Therapy.

1. The Speech and Language Therapy Service does not accept children who have English as Another Language [EAL] unless there is evidence of an underlying difficulty in the home language. For further advice to support these children please contact the Vulnerable Learners Service.

2. The Speech and Language Therapy Service does not accept referral for children who have a hearing impairment unless there is evidence of a speech, language or communication difficulty beyond that which would be expected due to the hearing impairment. We are not commissioned to support these children for general language work. For children with sensori-neural hearing impairment please contact the child’s Teacher of the Deaf through the Sensory Support Service.

3. The Speech and Language Therapy Service is commissioned to provide support for children with eating and drinking difficulties who have an associated physical and/or learning difficulty post weaning stage. We do not accept referrals for children with isolated feeding difficulties.

4. The Speech & Language Therapy Service does not accept referrals for children whose primary difficulty is behavioural.

5. To avoid delays in the processing of referrals, please ensure information is provided about the child’s current speech and language skills using the referral guidelines.

6. Due to the resources available, the SCCS Speech & Language Therapy Service only accept children with significant, identified speech, language and communication difficulties. Therefore when referral information does not meet our criteria notification and explanation will be sent to the referrer.

=================================

SINGLE POINT OF ENTRY (SPE) REFERRAL FORM TO:SPECIALIST COMMUNITY CHILDREN’S SERVICES

Specialist Community Children's Services clinical staff will consider whether the child will need to be seen by one service or a combination of services. The decision will be based on the information you provide. The outcome will be included in your acknowledgement letter.

When completed please return to: Single Point of Entry Clerk, WAHT Specialist Community Children’s Services, Drove Road, Weston Super Mare, North Somerset, BS23 3NT

Please Note: Completion of all fields is mandatory. Incomplete forms may be returned, which will delay the referral process. Before completing or submitting the referral please check eligibility and referral criteria for each service.

Date of Referral: URGENT ROUTINE (Please indicate)

Child/Young Person’s Surname: Forename/s: Date of Birth: M/F

NHS No: MRN (For Office Use Only):Home address:

Postcode:

Name of main carer:

Relationship to Child:

Home Telephone Number:

Work Telephone Number:

Mobile Number: School/Nursery name and address:

Health Visitor/School Nurse name and address:

Who has parental responsibility (please list)?Name and address (if different from the child’s)1.

2.

3.

Child/Young Person’s GP Name and Address:

Has GP been informed? Yes No

Has a person with Parental Responsibility agreed to this referral: Yes No

Child’s first language ……………………………………….. Parent’s first language ………………………………………Is an interpreter or signer required? Yes/No (please indicate) If yes the service required…………………………………...Can parents/carers access written information? Yes/No (please indicate)

Is this child/young person a Child Looked After?Yes No Unknown Is this child/young person subject to a Child Protection Plan? Yes No Unknown Has this child/young person had a Early Help assessment?Yes No Unknown

REFERRALS FROM SCHOOLS: Please ensure you discuss your referral with the School Nurse or Vulnerable Learners Service. They may be able to help the child, seeking advice from professionals within the locality team, without the need for a referral. Discussed with School Nurse and/or Vulnerable Learners Service? Yes No

Decision & Date:

REFERRED BY: (Please note - The fields below MUST be completed to enable us to process the referral)

I confirm that a person with parental responsibility has given their consent for this referral and for appropriate services to be allocated

Signed: ………………………………………………… Date: ……………………………………………(unless emailed)Print Name: …………………………………………… Role: ……………………………………………

Address: ……………………………………………………………………………………………………….

Telephone number (s): ………………………………… Email address: ……………………….............. (Please Turn Over)

Reason for referral: (NB - If preferred, please attach a report with clear indication of the reasons for referral)

Please explain the impact of this problem on the child/young person’s daily life:

Please outline any strategies that have been used to help the child/young person and whether these have been successful:

(Continue on separate sheet if necessary)Relevant History Including key areas of concern(e.g. Medical, developmental issues, family structure)Please attach any relevant reports including Early Help assessment.

PLEASE NOTE: REQUIRED ADDITIONAL INFORMATION FORMS

All forms are available on the WAHT website at: http://www.waht.nhs.uk/en-GB/Our-Services/Childrens-Services1/Welcome-to-Community-Childrens-Service/

If you are referring preschool children to Community Paediatrics please complete Ages and Stages questionnaire

Which other professionals are already involved with this child/young person?

REFERRAL TO: Please indicate the profession(s) you would like the child/young person to be assessed by.Specialist Community Children’s Services clinical staff will make a decision based on the information you provide about who will see the child/young person on their first appointment and the details of this will be included in your acknowledgement letter.1. Child & Adolescent Mental Health

Service/Learning Disabilities* (CAMHS/LD)(See Referral Criteria for definitions of Learning Disability)

3. Speech & Language Therapy

4. Physiotherapy

2. Community Paediatrician 5. Occupational Therapy

*If applicable, please indicate level of Learning Disability: Mild Moderate Severe (please circle) If you have not received receipt of this referral within one month of sending this referral please contact us.

Name Service Address

Babies learn about language, speaking and communication as soon as they are born. At first, their noises mean basic things but straight away they take in all your words, tunes and messages through body language, facial expression and tone of voice.

Babies need to be shown and told about things. They experience lots of activities and then they can understand what is going on. Later on they will be able to say what things are called, what they are for, and what we can do with them, e.g.

Baby experiences bath time, you give a simple commentary on what you are using, what is happening.

Baby understands bath time and can anticipate a bath. Baby starts to say a first word like “bath”.

Be face to face with your baby when you can. Communication is about people connecting and learning the rules about turn taking.

Think about noise levels. Turn the television, video and music off sometimes. Let your baby concentrate on you, your voice and it’s tunes and the sounds you make with your mouth. This helps to develop listening and copying skills.

Babbling is your baby’s first attempt at sounds and words. Copy your baby and see if you can keep the noises going for longer. Take turns to make noises. Some noises might mean a word. Is “dadadadada” your baby’s first attempt at “daddy”? You say “daddy” and your baby will know you have understood a first word.

Dummies. They can be useful but try not to let your baby suck on a dummy all of the time. Babies need to experiment with lots of tongue and lip movements, and the dummy may get in the way.

Abbreviated Title: Baby TalkDocument Reference ID: PL_SLT_006_02ToddlerTalkCreation

Doc. Ref No: PL-SLT-006-02

Section 5: Page 1

Learning to understand, talk and be sociable is about people interacting. The television and video is great some of the time, but can’t respond to babies.

People do, they are best at helping babies to talk.

Parents/carers are very important. They are two way communicators. They can talk about things and they also respond when their child attempts to tell them something. Children learn language best from the people around them, although the television and video are very useful, they cannot respond like you do to your child.

Parents/carers can help children learn to talk by:-

Keeping language simple. Add to your child’s talking just a little. If your child says no words, you could use one word. If your child says one word, you could help by saying two words, e.g.

Child points to car. Adult points to car and says “car”. Child says “car”. Adult adds “blue car”.

Using gestures. When you point to the car you are helping your child to understand what you are saying.

Providing experiences. Children learn language by hearing about things and doing things. Give a simple commentary for everyday activities and routines. Talk about what you are doing, what things are called and why you are doing it. Your child will understand the language through their experiences and in time will start to use the words.

Leaving spaces. Remember to give your child enough time to respond and leave gaps in your talking so that your child can attempt some words. Nursery rhymes and action songs are nice and repetitive so that familiar words can be filled in by your child.

Repeating words and ideas. New words can be difficult for your child. Put the new words and ideas into different sentences so that your child gets lots of added information to understand.

Providing listening and focus times. Turn off the television, video and music so that your child can concentrate on you. Play fun, repetitive games and sing songs together which put in lots of language for your child. All games, which involve turn taking, help children to be sociable and communicative.

Sharing books and pictures. This really helps your child to focus on words. It helps you too because when your child attempts a word, you have the picture to give you a clue. You can then copy back a word and give your child a good model.

Normal everyday routines provide the best opportunities. Have fun!Doc. Ref No: PL-SLT-007-02

Section 5: Page 2

1. Explore words. Everyone learns new words all of the time. Young children meet new words every day. Explore the word, explain what the item is made of, what it is for, how it is made. Talk about related items or think or a category.E.g. New word wardrobe

Made of woodPurpose to keep clothes inCategory furnitureRelated items chair, table

Exploring words and ideas helps to expand your child’s word knowledge.

2. Making friends. Adults are important when helping children’s language. So are other children. Pre-school settings such as mother and toddler groups, playgroup and nursery help your child to learn how to play with other children and how to talk and listen to other children.

3. Making sentences . Children sometimes use only the words that give meaning and miss out the small grammatical words. Comment about what your child says and fill in the small words.E.g. Child says “go nanny’s car now”

Your comment “we’ll go to nanny’s in the car”Your child will store this more mature sentence for future use.

4. Rhymes, Poems and Songs . Nursery rhymes and little poems really appeal to pre-school children. They help them to listen well, hear all about sounds and words and prepare them for school.

5. Getting organised . Encourage your child to share a book, even if for only a short time each day. Books which pop up, have flaps and have lovely pictures work well. Run your finger along the simple sentence, left to right. Your child will start to learn about getting language organised. Talk about the beginning of the story and the end, if you have a three picture story, you could talk about the beginning, middle and end.

6. Sounds fun . It is usual for a child not to be sound perfect before school but you should be able to understand most of what they say. Listen carefully and comment back. It is not a good idea to correct sounds or ask a child to say it again. Better to say it yourself and wait for them to copy you. It might take a while but their sounds will mature if they hear good examples and feel unbothered about keeping on talking.

The essential rule – HAVE FUN, lots of it! Doc Ref No: PL-SLT-008-02 Section 5: Page 3

BookstartWhat is Bookstart?Bookstart is a national programme that works through locally-based organisations to give a free pack with books to babies and guidance materials for parents/carers. It aims to promote a life-long love of books and is based on the principle that every child in the UK should enjoy and benefit from books from as early an age as possible.

How does it work?Bookstart works with libraries, health professionals, and early-years workers. A Bookstart pack is an attractively printed shoulder bag, handy for Mums, Dads and carers containing a selection of books, an invitation to join the library and advice on the benefits of book-sharing and how to give their child a love of books. It is given at the baby’s eight-month health check by health visitors who therefore play a significant part in Bookstart. (There is a special pack called Booktouch for blind & partially sighted children from 0-4 years.)Health visitors are asked to give the message that Bookstart is about enjoying sharing songs, rhymes and stories and encouraging a love of books in children. Equally important, it encourages parents to see themselves as their baby’s first and most enduring teacher with the potential to increase their child’s life chances. Children of empowered parents develop curiosity about life and eagerness to learn. Bookstart families encourage babies to become lifelong learners from the start and ensure that every home can be a place where learning is valued and books are fun.

For more information on Bookstart - www.bookstart.org.uk

Section 6

CONTACT ADDRESSES FOR CHARITIES & OTHER ORGANISATIONS

AFASIC20 Bowling Green Lane, London EC1R 0BD - Tel – 020 74909410 www.afasic.org.uk

British Stammering Association15 Old Ford Road, London E2 9PJ - Tel – 020 8983 1003 www.stammering.org

Down Syndrome AssociationLangdon Down Centre, 2a Langdon Park, Teddington, Middlesex TW11 9PSTel: 0333 121 2300 www.downs-syndrome.org.uk

Dyspraxia Foundation8 West Alley, Hitchin, Hertfordshire, SG5 1EG – Tel: 01462 454986 www.dyspraxiafoundation.org.uk

Communication MattersTel: 0845 456 8211 www.communicationmatters.org.uk

ICAN4 Dyer’s Buildings, Holborn, London EC1N 2QP - Tel – 0845 225 4072 www.ican.org.uk

National Autistic Society393 City Road, London EC1V 1NG - Tel – 020 7833 2299 www.nas.org.uk

National Literacy Trust – www.talktoyourbaby.org.uk

Royal College of Speech and Language Therapists2 White Hart Yard, London SE1 1NX - Tel – 020 7378 1200 www.rcslt.org.uk

Supportive ParentsTel: 0117 9897725 www.supportiveparents.org.uk

Website for information developed by RCSLT, AFASIC and ICAN - www.talkingpoint.org.uk

Section 7