Hi, use what happens in your setting, any recommendations from the literature in your literacy, PSHE programmes and specific advice from speech therapists. Consider things such as group size, the duration of activities and location eg. lighting, noise levels, is it close to the kitchen, type of resources available, language being used, links to children's individual development. Strategies used to engage children's interest. Knowledge and experience of practitioners involved with talking and listening activities.
The original post relates directly to the CWDC's
level 4 National Occupational Standard 403
Quote: K4D809
How to promote children’s development from Birth to 3 years, how and why you:
1. Provide a healthy, safe, secure and encouraging environment in partnership with families
2. Work within frameworks to support inclusion and anti-discriminatory practice
3. Ensure the close and consistent relationships required for this age range and the implications for babies and very young children whose attachments are not secure
4. Manage and organise environments for babies and young children that facilitate emotionally secure attachments and encourage emotional well-being and intelligence
5. Provide programme and activities to support intellectual development and learning, covering:
a. Attention
b. Concentration
c. Persistence
d. Exposure to different and varied concepts
e. Motivation
f. Challenging and stimulating learning and love of learning
6. Provide programmes and activities to support communication, language and literacy, including:
a. Verbal and non-verbal communication strategies
b. Listening, watching, talking, early recognition of print, mark making, including strategies for use with children experiencing barriers to developing literacy
c. Adapting strategies where learning is through an additional language
d. Adapting strategies where there are communication barriers
e. Bilingual; and multilingual settings
f. Using ICT
7. Encourage realistic, positive, consistent and supportive responses to children’s behaviour
8. Adapt your practice and support all children for whom you are responsible, including those with disabilities and special educational needs
9. Model good practice and support other adults involved in service delivery
The
Every Child a Talker publication 2008 is still a good read
Hth xx