Module 3 and 4 of Eden’s Level 5 Speech, Language and Communication Needs Expert.
Every child deserves to be heard, understood and given opportunities to communicate. For early years educators, creating an environment that supports speech, language and communication benefits all children, not just those with an identified Speech, Language and Communication Need (SLCN).
The third and fourth modules of our Level 5 SLCN qualification focus on creating communication-supportive environments, recognising possible indicators of SLCN and knowing how to respond to concerns.
Creating a communication-supportive environment
A communication-supportive environment is one where the physical environment, interactions, routines and experiences encourage children to listen, understand and communicate.
This includes:
- modelling rich and meaningful language
- listening carefully to children
- giving children time to respond
- following their interests
- encouraging interaction and conversation
- using visuals where appropriate
- creating opportunities for communication throughout the day.
Taking a whole-setting approach is particularly important because some children’s communication needs may not yet have been identified. Universal communication-supportive practice can therefore benefit every child, including those with SLCN, children learning English as an additional language (EAL), and children who need additional support to process language.
Look at your environment
Consider the setting from the child’s perspective.
Ask:
- Where do children naturally interact and communicate?
- Are there quiet spaces for conversation?
- Can children easily access resources and make choices?
- Is background noise making communication difficult?
- Are there spaces where educators can sit alongside children and interact?
Using an audit tool can help identify ‘hot’ and ‘cold’ areas for communication and highlight where simple environmental changes could make a difference.
Visual timetables, photographs, symbols and visual instructions can also help children understand routines and expectations.
Strategies to support language development
Some of the most effective strategies are simple and can be embedded into everyday interactions.
Educators can:
- Comment rather than constantly question – talk about what children are doing rather than always testing their knowledge.
- Follow children’s interests – use what motivates children as a starting point for communication.
- Extend language – build on children’s words and phrases by modelling slightly more complex language.
- Give children time – allow time to process what they have heard and formulate a response.
- Repeat vocabulary – use new words regularly and in meaningful contexts.
For example, if a child says “big dog”, an educator could respond, “Yes, it’s a very big, fluffy dog.” This naturally models richer language.
Supporting speech sound development
Educators can also support children’s awareness of sounds through fun, everyday experiences such as:
- rhymes and nursery rhymes
- clapping syllables in words
- listening for environmental sounds
- exploring musical instruments
- sound-matching games.
These activities encourage children to listen carefully to sounds and develop awareness of the sound patterns within spoken language.
Identifying SLCN and Taking Action
Recognising possible communication difficulties is an important part of the educator’s role.
There is no single checklist for SLCN, but possible indicators may include difficulties with:
- understanding spoken language
- following instructions
- using or combining words
- finding the right words
- taking turns in communication
- maintaining attention
- expressing needs and feelings
- being understood by others.
Some children may also experience speech sound difficulties, such as consistently leaving sounds out, substituting sounds or having speech that is difficult for others to understand.
Educators should look for patterns over time rather than making assumptions based on one observation.
Look at the wider picture
Communication difficulties can sometimes present as behaviour.
A child who cannot understand what is happening may become distressed. A child who cannot express what they want may become frustrated, while another child may withdraw from social situations because communication feels difficult.
Instead of simply asking “How do I manage this behaviour?”, educators should consider:
“What might this child be trying to communicate?”
This can help us understand behaviour in the context of the child’s individual communication needs.
SLCN and EAL
It is important to distinguish between SLCN and English as an Additional Language (EAL).
A child who is learning English may initially have a smaller English vocabulary or understanding while they develop their new language. This does not automatically indicate SLCN.
Educators should consider the child’s communication across their languages and work closely with families to understand their development.
Supporting EAL children can include:
- using visuals and gestures
- modelling clear language
- repeating key vocabulary
- providing meaningful opportunities to hear and use English
- valuing the child’s home language
- working closely with families.
What if you have concerns?
If an educator has concerns about a child’s communication development, they should begin by observing, recording and monitoring.
Consider:
- What have you noticed?
- When does it happen?
- How often?
- What can the child already do?
- What strategies have been tried?
- Has the child responded to additional support?
Working in partnership with parents and carers is essential. Families can provide valuable information about how a child communicates at home and in their home language.
If concerns persist, educators should follow their setting’s procedures and discuss the child’s needs with the appropriate person, such as the SENCO or other designated lead. Where appropriate, this may lead to further advice or referral to specialist services such as speech and language therapy.
Educators do not need to diagnose SLCN, but they do need to notice, respond and take action when concerns arise.
Building a culture of communication
Creating a communication-supportive environment and recognising possible SLCN are not separate from high-quality early years practice. They are part of it.
Every story, song, conversation, play experience and daily routine provides an opportunity to develop communication.
When we create environments where children are listened to, supported and encouraged to communicate in different ways, we help every child find their voice, build relationships and fully participate in their early years’ experiences.