Module 1 and 2 of Eden’s Level 5 Speech, Language and Communication Needs Expert.
Speech, language and communication are essential to children’s all-round development. They help children express their needs and feelings, build relationships, understand the world and fully participate in learning. For early years educators, understanding how communication develops and recognising when a child may need additional support is an important part of inclusive practice.
Understanding SLCN
Speech, Language and Communication Needs (SLCN) is a term covering difficulties with one or more aspects of a child:
- Speech – including creating and combining speech sounds.
- Language – including understanding language (receptive language) and using language to express thoughts and ideas (expressive language).
- Communication – including how children use speech, gestures, facial expressions and other methods to interact with others.
SLCN can present in a variety of different ways. For example, children may experience speech sound disorders, selective mutism or Developmental Language Disorder (DLD). However, we must remember, educators should not attempt to diagnose children, but should develop the knowledge and confidence to observe, support and raise concerns appropriately.
Why communication matters
Speech, language and communication can affect almost every aspect of a child’s early development. Difficulties may impact:
- relationships and friendships
- play and social interaction
- emotional wellbeing and self-regulation
- confidence and independence
- behaviour
- understanding instructions
- engagement and learning
- literacy and problem-solving.
For example, a child who cannot understand an instruction given to them may appear as though they are not listening, while a child who finds it difficult to find the words to express what they need may become frustrated.
Understanding what sits behind a child’s behaviour can therefore be an important first step in providing and seeking the right support.
Typical speech and language development
Educators know all children develop at different rates, but we need a broad understanding of typical communication development to recognise strengths, identify possible concerns and provide appropriate support.
Communication begins before children speak. Babies communicate through crying, facial expressions, gestures, early sounds and eye contact. As they develop, they gradually build their understanding and use of language.
A key foundation is attention and listening. Children need opportunities to notice sounds, focus on people and experiences, process what they hear and gradually sustain their attention.
Supporting attention and listening
Early years environments can be busy and noisy, so educators can help by:
- getting down to the child’s level
- gaining their attention before speaking
- using clear, concise language
- reducing unnecessary background noise
- giving children time to process and respond
- using repetition
- following children’s interests
- modelling language naturally
- sharing stories, songs and rhymes.
It is important to remember that what looks like ‘not listening’ may sometimes be a child struggling to process spoken language.
Supporting communication through everyday interactions
Speech and language development does not need to be taught only through formal activities. Everyday experiences provide rich opportunities.
During play, routines, mealtimes, outdoor learning and stories, educators can:
- introduce and repeat new vocabulary
- comment on what children are doing
- extend children’s words and sentences
- model language
- encourage turn-taking
- provide opportunities for children to express choices and ideas.
For example, rather than continually asking questions, educators can comment on children’s play and model language:
“You’ve built a really tall tower. It’s nearly as tall as you!”
This gives children meaningful language within a context that interests them.
Look beyond spoken words
Communication is about much more than the number of words a child can say.
Consider whether children point, gesture, use facial expressions, bring objects to adults, respond to others, take turns during play and are able communicate their needs.
By observing how a child communicates, rather than simply how much they talk, educators gain a more complete understanding of their development.
Supporting every child’s communication journey
The first two modules of the Level 5 SLCN qualification provide a foundation for understanding what SLCN means, the terminology associated with it, the potential impact of communication difficulties and how speech, language, attention and listening typically develop.
For early years educators, this knowledge can be translated directly into everyday practice.
When we understand how children communicate, we are better equipped to listen, respond and create environments where every child’s voice is valued.
Support speech, language & communication in your setting
Download our practical early years guide covering SLCN, EAL and everyday strategies practitioners can use to support communication and language development.