You think we're just singing but we're doing so much more

It was lovely to see so many families at the Songs and stories session last week at Stafford Children's Centre when I covered for Nikki. One family had even travelled from Cannock because they know the benefits of the class. Someone else commented they weren't coming because 'it was just singing and reading'.

Well, it's not 'JUST' singing  at all .........

We mostly use nursery rhymes  which are important for many reasons:

1. Most importantly (to me as a speech and language therapist) is that they help develop spoken language skills. They are a  powerful tool in the repertoire of language developers. They show the child the rhythm and flow of language, help connect words to actions and help a child to understand and remember words. They also help attention and listening. A room full of noisy babies will still and quieten when I start singing (No, that's not my awful voice!!) and to add action keeps their attention for longer.

2. Bonding: Singing together helps language development but also interaction between parent and child or carer and child.

3. A Swedish study published in the journal Integrative Physiological and Behavioural Science suggested that singing, not only increases oxygen levels in the blood but triggers the release of “happy” hormones such as oxytocin, which is thought to help lower stress levels and blood pressure. As other studies show the increased levels of  both parental and child stress levels in the 21st century, this must surely help.

4. They can be used in conjunction with other communication enhancers e.g. choice making. The ability to be able to make choices is fundamental to human communication. Choosing which song to sing from a variety of props or choosing the next behaviour for action rhymes such as  'if you are happy and you know it'. These are non-verbal behaviours so do not require a verbal response. 

5. Increases confidence. Even if they haven't got the necessary expressive skills to join in verbally, they can take part with the actions.

6. There is overwhelming evidence that early learning of nursery rhymes and rhythmic poems, songs, and chants significantly enhances early reading skills and phonemic awareness.  In fact research highlights phonemic awareness as a strong predictor of a child's reading success. It helps them:

• to hear rhymes or alliteration
• to blend sounds to make a word (e.g., /a/-/t/ = at)
• to count phonemes in words ( how many sounds do you hear in "is"?)
• to identify the beginning, middle, and final sounds in words
• to substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/
• to delete phonemes from words (e.g., omit the /c/ from "cat")"

so its helping them with pre-reading skills!

Come along to any  of our Smart Talkers Pre-School Communication classes and join the fun

www.smarttalkers.org.uk

Are you an NQP thinking of independent practice?

So you have finished or, are near to finishing your Speech and Language therapy (SLT) degree! Finally, all that hard work on placement, and tears and sweat for your final year project is over. Then, if like me back in September, reality hits; it’s time to find a job. Which for many, not just SLT’s is a daunting prospect at this time.

Now, we have all been advised that ideally recently qualified practitioners shouldn’t work in independent practice or independent organisations, etc. However, although working in independent practice may not be ideal; especially as many positions may not offer the appropriate support we need. I think we need to be inventive, and proactive. For me that does not mean working on a long term voluntary basis or, as a Teaching Assistant. After all, that is not we have trained for. So I took the approach of ‘getting out there’, and approaching SLT’s in independent practice for voluntary/ paid work. I am so pleased I did, I am now working for a fantastic company doing the job I love. I am also very lucky as I work with a lovely team; and a fantastic supervisor.

I am aware that there are other newly qualified SLT’s out there that, like me have taken ‘the plunge’ into independent practice. This is not only daunting, but can also be quite a ‘lonely’ way of working; as you don’t always have regular opportunities to discuss ideas with others; or share recent publications and resources etc. With this in mind, I have set up a Facebook page for Newly Qualified SLT’s working in Independent Practice. This is only in its early stages with only a few members, it’s a informal group where you can discuss your concerns or ideas, or share any reading materials or resources. So if you are interested in joining us, please comment below. I am open to any ideas on how to take this group forward.

Thank you

Georgina White

You think it's just bubbles.....but it's actually a fantastic tool for developing a child's language

In our Smart Talkers Pre-School Communication groups we use bubbles for several reasons to:

• gain and sustain attention which  is important for all learning but especially learning language
• gain eye contact which might be a problem for some children
• copy words such as 'bubble', 'gone',' more', 'pretty', 'pop' or later 'that's a big one', 'I like the pretty bubbles'
• create a  communication opportunity, so we pause to allow the child to request more at their own level i.e. could be by looking, pointing, saying bubbles or actually requesting verbally
• teach concepts and vocabulary such as 'more', 'gone'
• encourage  2 words together e.g. 'more bubbles', 'bubbles gone'. These 2 words are great 'pivot' words to help develop 2 words together as they allow so many other word combinations e.g. more jumping, more biscuit, more cuddles
• cope with the end of an activity so they know where the bubbles activity fits in the class and that we will do them again next time
• allow them to run off a little steam so we can re-focus more easily afterwards

Do you know how to start using visual strategies?

It helps all children when we use visual strategies but especially if they are on the autistic continuum. We use them all the time to aid children with many things including to help them stay on track. Here's Behaviour.com with 2 useful ones which are so easy to do:

Building a business

It's a been a very busy week with 2 Saturdays worth of training as well. Last week was a set of speech and language therapists, a complimentery therapist and a sports massage therapist in Birmingham, this week was a set of child-minders in Surrey who wanted to increase their knowledge because they  were all concerned about children they look after. 

It has been fantastic to meet so many women who are working for themselves, striving to develop businesses where they are making a difference to clients/children but also making a living which will pay the mortgage.

I get a little fed up of hearing about today's teenagers wanting fame and fortune and a welfare society who would rather stay in bed than work. It's quite depressing almost every time the news comes on!

These women were a great reminder that there are still many intelligent, capable women who are prepared to work their backsides off!! It's been a pleasure and a privilege to have met them all.

Who has the most influence on the development of a child's speech, language and communication?

Even if a child is in full-time day care, the parents still have the most influence on a child's communication development according to the latest research (Routledge et al 2012). This Hanen page shows parents why http://www.hanen.org/Special-Pages/BSHM.aspx?_cldee=bGliYnloaWxsMUBhb2wuY29t

Nasen Live 2013 - 22nd to 23rd May

Nasen is delighted that the Department for Education (DfE) has agreed to host briefing sessions at Nasen Live 2013. DfE officials working to revise the SEN Code or Practice and develop the new single SEN category (to replace School Action and School Action Plus) will be in attendance on both days to give an update and discuss the thinking behind the changes.

These sessions are free but book early to avoid disappointment.

Don't miss out on:
• Nasen's new School Inspection Toolkit
• Children and Families Bill
• Revised National Curriculum
• New assessment and examination systems
• Radical reform of how schools are funded
• Increased Pupil Premium for disadvantaged pupils

With a comprehensive seminar programme, FREE DfE sessions on both days and a FREE to enter SEND exhibition, there is something for everyone.  

www.nasenlive.org.uk