every child talking nursery clusters. supporting speech, language and communication skills nursery...
TRANSCRIPT
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Every child
talking
Nursery Clusters
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Supporting speech, language and communication skills
Nursery Clusters
Cluster 1
Listening, Attention and Auditory Memory
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Objectives•To share information on the development of :
Listening
Attention
Auditory Memory
•To explore how we support development of these language skills in Nursery
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“The acquisition of a first language is the most
complex skill anyone ever learns. And this task needs to be virtually complete by the time a child reaches school
age.”
David Crystal 1987
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“Language is the basis of educational skills and children who
have difficulty with language are liable to have difficulty with almost
everything else. Whatever else they may need to learn or be
taught, they will need language first.”
Anne Locke
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“Speech, language and communication skills are central to
each child’s potential to be healthy, stay safe, enjoy and
achieve, make a positive contribution and ultimately achieve
economic well-being
www.everychildmatters.gov.uk/aims
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The Importance of Language
The essential tool for:
•Learning, thinking and problem solving
•Developing and maintaining relationships
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What is involved in language?
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More than words
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Attention and Listening
Understanding
Expression
Sounds
Memory
Social Skills
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Speech sounds
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HearingA physical ability fully formed before birth.
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Attention
The process whereby a person concentrates on some features of the environment to the (relative) exclusion of others
A developmental skill that includes observing, listening and concentrating.
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ListeningA developmental skill that is fundamental in order to understand and use language and to develop social skills. Listening enables the brain to interpret the sounds we hear.
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Listening/Auditory Processing
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Fleeting Attention
The child is easily distracted and flits from one thing to another (first year of life)
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Rigid Attention
The child can concentrate on a task of his own choice. He does not like to be interrupted and can appear obstinate (1 – 2 year old)
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Single Channelled Attention
The child can cannot cope with looking at something and listening to an instruction at the same time. He needs stop what he is doing, listen and go back to task. He needs support to do this. (2 – 3 years)
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Focussing Attention
The child can still only concentrate on one thing or the other but is able to do this without adult support. (3 – 4 years)
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Two Channelled Attention
The child can now understand instructions without having to stop and look at the speaker. Attention may still be short but he can be taught in a group. (4 – 5 years)
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Integrated Attention
Auditory, visual and manipulatory channels are fully integrated. Attention is maintained for longer periods.
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Factors that affect listening and attention:
The environment:
comfort (hunger/full; too hot/cold; ill)
focus (energy)
distractions (remove if possible)
troubles (anxiety; frustration; confidence)
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The task:
too hard/too easy
organisation
language expectations
The end product:
enjoyment
willingness to stick at it
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• Model good listening
• Match your interaction to the child’s developmental level
• Think about seating
• Minimise auditory and visual distractions
• Pause regularly when speaking
• Use visual support if necessary
Strategies to support Attention and Listening
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Visual Supports
Easiest
Hardest
Objects
Colour Photos
Black and White Photos
Drawings
Written word
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Use of signs/natural gesture
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Listening ActivitiesListening walks
Sound sequences
Sound identification
Go games
Sound location (important sub-skill of auditory attention)
Listen for key words
Cross brain hemisphere activities (e.g. in sand)
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Activities to Develop AttentionKim’s Game
What’s Different?
Games with rules and turn taking
Balancing
Cross crawl
Drink water
Sleep!!
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Auditory MemoryThe ability to store and recall information given orally.
Short Term Memory
Working Memory
Long Term Memory
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The more efficiently information is stored the easier it is to find and use!
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•Attend
•Listen
•Process
•Store
•Recall
Skills involved in Memory:
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Children with auditory memory deficiencies will often experience difficulty developing a good understanding of words and
remembering terms and information presented orally
“Poor auditory memory is often the cause for a child's inability to learn to read using the phonics method” Cindi Ringoen,
“Auditory memory is probably the most prevalent but most often
overlooked learning skill deficiency” Cusimano.
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Auditory Memory Activities
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Build up a variety of auditory memory activities around books and topics
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Develop Auditory Memory skills incidentally
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Language learning does not happen in isolation,
it takes place within meaningful everyday interactions
with adults and peers.