Latest from the University of York

A pre-school language intervention programme can significantly improve the educational lives of children with poorly developed speech and language skills, according to new research by psychologists at the University of York. 


"Language skills are the foundation for literacy development and are fundamental to educational success," Professor Margaret Snowling


Read more on http://www.york.ac.uk/news-and-events/news/2010/research/language-intervention/


This adds weight to the already irrefutable evidence that Smart talkers Pre-School groups are a fantastic opportunity for pre-school children.

www.smarttalkers.org.uk 

Incidentally, Professor Snowling was one of my tutors at UCL.... just plain Dr Maggie then but still very impressive!

Tips for Talking from I CAN

"In the same way as your child does not learn how to walk straight away, he won’t know how to talk straight away either. He will, however, spend much of the time in his first few months, weeks and even days preparing for his first words. Communicating orally is a highly developed skill which depends on a range of abilities - the ability to understand the words being used by others; being able to think of the right word and put it into a sentence correctly; and being able to make the sounds necessary to form words. All of these skills rely on a whole set of underlying abilities that most children start to develop from the moment that they are born.
The stages of communication development are the same the world over and all children rely on those around them to help develop the skills of communication. As a parent, you will have a key role in helping your child to talk. The parent section of the talking point website (www.talkingpoint.org.uk) is full of hints and tips to help you when your child is learning to talk. There are many other useful factsheets, books, articles and programmes (some of which are listed below). This factsheet helps you with the basics – what you need to do to help your child communicate. The tips here will be useful to your child whatever their age and whether or not they are communicating at the same level as their peers:
Here are the tips:
• For young children, have fun with nursery thymes and songs, especially those with actions.
• Encourage your child to listen to different sounds such as cars, animals, the telephone
• Imitate the sounds you hear, make funny noises for your child to copy. This will help awaken an interest in sounds and help your child to understand that sounds have meanings
• Gain your child’s attention when you want to talk together. It is better to say “Ryan, please come over here”, than to say “Come over here, Ryan” because then your child will be focussed once you call his name
• Encourage your child to communicate in any way, not just through words, Actions and gestures will all help to develop words
• Listen carefully to your child and give him time to finish. Take turns to speak
• Always respond in some way when your child says something – no matter what it is that he says
• Spend some special time with your child every day. The level of talking will depend on the age of your child. Talk together when you are playing, or talk about school or make plans for the future.
• Allow plenty of gaps around the sentences that you are using to your child. This will allow him time to think about what you have said and maybe to formulate a response
• When talking with your child, use sentences that are roughly one word longer than the sentences your child uses.ie. if they are using one word, you use two; if they are using four, you use five. This will help extend your child’s sentences as they can hear what the sentence structures for longer sentences are like.
• If your child says something incorrectly, say it back the right way rather than “correcting him”. Eg. If your child says “Goggy bit it”, you can say “Yes, the dog bit it, didn’t he?”. He is more likely to change what he says in the future when he has worked it out for himself.
• When talking to younger children, try and think about how you are talking: use short sentences, vary the melody for interest, slow down slightly and pause after each sentence.
• Try to make TV time shared time – sit down with your child to watch programmes that are for children of his age".
More information is available in -
“Baby Talk : Strengthen Your Child's Ability to Listen, Understand, and Communicate “ by Sally Dr Ward Published by Ballantine Publishing Group (2001) ISBN: 0345437071;
“Listen to Your Child: A Parent's Guide to Children's Language” by David Crystal Publisher: Penguin UK; New Ed edition (June 1999) ISBN: 0140110151
“Chatterchart – a family guide to children’s communication development” Available from I CAN

Tiny Talkers Training programme

Do you sometimes find yourself saying 'yes' then working out the practicalities later? I'm really bad at that, so when I was asked if I could  devise a training programme for 2 year olds that could be delivered mainly without taking the staff out of the nursery or pre-school, similar to the Languageland Programme that caters for 3-7yr olds, I said.......... 'Of course!'. I enlisted the the help of Helen Stretton, and we set about working out a training package with a 6 week programme.


There will be an initial training session without the children to set the scene and introduce the ideas that we're going to demonstrate. There isn't anywhere that pulls together the framework of communication and how everything fits together, so we'll start with that.We'll look at attention, listening, auditory memory, information-carrying words as well as vocabulary and other important concepts.


Each of the 6 sessions following will see the therapist run the group and discuss why she is doing an activity. The staff will be able to follow with aim/activity sheets with explanations which tie in with what they learned in the first classroom session. There will also be sheets which give more ideas, further activity suggestions and useful books to back up what has been covered. 


We have designed it so that others can use it so there is a sheet for each session for the person delivering the session to suggest exactly how to deliver it for maximum effect.
Helen is piloting it in September in Burton with a project working with staff from 2 pre-schools and a group of 2 year olds and their parents, funded by the Community and Learning Partnership. Lisa Griffiths, the Smart Talkers Franchisee from St Neots will do a second pilot in her area. The idea then is to sell it to other speech & language therapists or special needs co-ordinators so they can deliver the training in their settings. We have a  publisher who is interested already.


If you know of any settings who are wondering how they could improve their knowledge of language in 2 year olds but who don't want to spend money on staff cover, then this is for them. www.private-speech-therapy.co.uk or www.smarttalkers.org.uk

Grumpy old woman: sad observations of society

I know I'm rapidly approaching 50, so I probably qualify for the role of grumpy old woman but what I saw today made me not only angry but very sad. I'd taken a  break from work to have my nails done in Rugeley.  It's a small market town which is suffering more than its fair share of the recession. There is a wealth of charity shops and many boarded up pubs but the level of socio-economic well being in general is much the same as elsewhere. They had the door open because it was warm, so for an hour and a half while I was sitting in the chair 'being done', I could hear the general hum of human activity as families, teenagers and a good sample of the general population passed by on their way to the market hall or the bus station on a warm summer afternoon. Sounds peaceful, a slice of England going about its business?

NO!! It might have been a sample of society on a summer afternoon but  what I heard was most upsetting and made the whole session quite stressful. At least 3 children crying and being screamed at from a very close proximity to either 'Shut up', or 'Shut the f@&k up' in one instance to a little boy who couldn't have been more than 18 months old. One 2 year old got a smacked bottom because he dropped his dummy (yes dummy, why on earth they need dummies at that age in the middle of the afternoon!). There was a loud, heated argument between a couple in front of their bemused 3 year old with too many swear words to mention and a teenaged mum with a cigarette hanging precariously over her newborn. I could go on but I won't. WHAT IS HAPPENING TO SOCIETY? Are we so stressed, caught up in our own world of problems that we have forgotten how precious and in need of nurturing our children are.

We have a national crisis where parents are not adequately interacting with babies and children which leads to social interaction difficulties, language  and communication problems. At least 40,000 children will have started school this week without the necessary levels of spoken language ability to access the curriculum. These are NOT children with speech, language or communication disorders which they have through no-one's fault, these are victims of what is, in reality, negligence. Had they had better parenting they'd be fine. I am not condemning just families with low income, as some of my most language deprived children who I see come from very affluent families. Conversely, some people I know are struggling on very low income but are fantastic parents.

We must keep trying to spread the word about good practise but its going to take a long time. I was discussing social change with a  friend, we were discussing the fact that everyone wears a seatbelt now and we all know that we shouldn't drop litter. These were two very powerful social messages that various governments managed to sustain. We need one now, about something I think is more important than both of those put together:how we should be talking to our children, valuing them, listening to them and showing them a good example.

The Smart Talkers groups were devised because of this decline see www.smarttalkers.org 

Free Smart Talkers classes in the Staffordshire Surestart Children's Centres

Smart Talkers Pre-School Communication Groups, in conjunction with SureStart, have more free classes this term:

Willows Children's Centre Tues 10.00 a.m. Tiny Talker suitable for 2 year olds

Charnwood Childrens Centre Thurs 1.30 p.m. Small Talker (3-4 years)

Shenstone Childrens Centre Tues 1.30 p.m. Small Talker

Little Aston Childrens Centre Wed 1.30 p.m. Small Talker

Springhill Childrens Centre Tues 1.30 p.m.Small Talker

Bony Hay Childrens Centre Thurs 10.00 a.m.Small Talker, 10.45 a.m.Tiny Talker

Barton-under-Needwood Fri 1.30 p.m. Small Talker

St Mary's Childrens Centre,Uttoxeter Weds 10.00 Small Talker


Stapenhill Childrens Centre Tues 1.45 pm Small Talker

We work on everything your child needs to be a confident, successful communicator using stories, puppets, games and songs. Come and join us! 


Groups are run by Nicky Wilson, Franky Shepperson, Helen Stretton and Libby Hill 


www.smarttalkers.org.uk

Word finding frustration

I went to a great party at the weekend, it started early and went on til late. I'm not sure how much I had to drink but this morning I didn't feel too bad. Not really so much as a headache. What I did experience, through the combination of alcohol and lack of sleep probably, was a temporary word finding difficulty. I was trying to tell some-one how funny I'd found Chris Evans' stand-in on the radio 2 breakfast show last week. Try as I might I couldn't think of his name: I could picture his face, his suits, I knew he was small, Irish and proudly gay but for hours his name eluded me. I had to google 'breakfast show stand-in' to get it...... Graham Norton of course! Then I wanted to say the name of a place: I could recall the letter it began with, the number of syllables etc. but not the actual name. I was angry, frustrated and bewildered. The more I tried the harder it was!

We all get this tip-of the tongue experience from time to time and people have probably heard about stroke patients suffering this difficulty. There are however, so many children who have this problem most of the time. I have 4 regular clients with this difficulty on my current caseload, they use a lot of 'thingy', 'whatsit' or words similar to the one they want e.g. one child said, 'I'm going swimming and I don't need my armpits now!' They might talk around the word e.g. elephant, 'You know it's grey and got a long thingy'. They look normal, are bright and chatty but have a problem which gets in the way of them being able to express themselves fully. Sometimes they have other language based issues which compound things. They are probably aware of their problem and have associated anxiety. The problem is the more stressed they are, the harder it will be. As with the tip-of-the-tongue experiences we all have, when we're relaxed the elusive words are recalled. It's definitely a problem that's getting worse. One of the NHS Therapists has 2 in one school and she does a course specifically to share our approach.

I've always sympathised with them and done my best to teach them strategies to help but today I could really empathise. I'll be OK tomorrow but they have to live with this all day everyday and people just don't understand.

Sadie Lewis' work is widely respected in this area.

Buddying at its best in Stafford

Thanks to the Buddying scheme and the local Community and Learning partnership, the nursery and the pre-school at Doxey Primary in Stafford were able to participate together in a joint project of Languageland Training. This is a package which was developed to provide a complete programme to improve the speech and language skills of children in Primary and nursery education. It works by demonstration training to support nursery & class teachers in adjusting their teaching practice through demonstrated language lessons, and to achieve collaborative practice.
Uniquely, Doxey also invited parents to attend so they could see what I was doing and to have the opportunity of discussing language activities they could do at home. Each week they had materials they could take with them. 
When this idea was first mooted, I wasn't sure it was good one, as it meant 8 children, 8 parents and 8 staff. It can be quite difficult to keep the children's attention, control the group and be discussing what you're doing with staff but to have to then also present it in a way that's readily understood by the parents too was quite daunting. 
The activities were delivered  to children from the nursery and pre-school via Circle Time style sessions and targeted language basics such as: General interaction/social skills, Good listening, Sound awareness skills, Vocabulary and Comprehension. The children just thought we were having fun playing games, singing songs and pretending to ride on a magic carpet but each session was structured to show staff ideas for activities.
I needn't have worried as it worked very well and feedback was 100% positive from staff and parents. Jo Upton from the pre-school said  that the staff were 'inspired', they also signed up for our next project on signing training.
We are hoping to do more with the Buddying project as its a great way of sharing good practise. The next one is in Stretton near Burton with staff from Lansdowne nursery and the Stretton pre-school. Helen Stretton  will aptly do that one!
We're also writing our own version for younger children of around 2 yrs. Watch this space!!


Languageland is avialable to buy from www.blacksheeppress.co.uk 

Why I hate shopping!

 

Is it the hassle of handling the shopping so many times.... into the trolley, out again at the till, pack the bags, load the car?
NO! Its the rantings of other parents that make me mad. I get so irritated by the, usually loud 'Stop it!!', 'Come here!', 'I told you before!', 'Pack it in!' In short, the supermarket is a reflection and huge reminder of today's poor interaction between parent and  child. The parent is frustrated, hassled and completely fed up by the ordeal and the child, who has long switched off to his parents ranting, is just pain bored. The negativity from both sides is almost palpable.
It could be an ideal place for language stimulation and meaningful exchange: Consider 'Do you want red or green apples?', 'What would you like for tea?','Can you get me the Shreddies then the Cheerios please?' The above would have helped the child's attention, co-operation, listening, sequencing and more plus their self esteem because they would feel their contribution is valued. It takes no more time or effort and means that everyone would be happier.
Communication between adults is probably at an all time low but between parent and child it is frighteningly poor. I'm not tarring everyone with the same brush, I'm talking in general terms. The supermarket, however is an ideal place to observe a whole cross-section of society. It's not just a lack of education that is causing this..... look around and you see all walks of life falling into the same trap.
I've got two little boys who like to help and we chat all the way round the aisles. They enjoy going and feel they are helping .*
I know adults today are very stressed and they have a lot on their plate. I can sympathise but I can't understand why they can't just take a step back and look a how they are interacting with their children. What message are they giving them? It's a fact that the levels of language and communication skills in children are declining: around 40,000 start school each year without the necessary levels to cope with the written language tasks ahead. These are not children with speech or language disorder, these are children with transient difficulties through lack of appropriate stimulation.
What can we do about it? It needs a huge drive to emphasise what problems we are creating by not interacting and to show its an actually easier and much more pleasant option to communicate with your child. One of the main aims of the Smart Talkers Pre-school groups is to help to address this issue www.smarttalkers.org.uk. The development of human communication is amazing, fantastic, awesome... there aren't enough superlatives to describe it. We need to recognise it and know what part we can play in helping our own children.
In the meantime, I prefer to avoid the supermarket so I don't feel stressed by the other parents....
Tesco man here between 10 and 11!! .


*apart from they can't resist the shiny floors for knee slides but hey no ones perfect! There's probably another parent writing her blog about irresponsible parents who allow that sort of behaviour!