# data[].attributes.attachment_caption
Ella Masterton is the Head of School and SENDCo for Boston Nursery School

# data[].attributes.body
A great book to help children with sleep difficutlies.

# data[].attributes.attachment_caption
to Help Non-Speaking Children in the Early Years: Supporting Communication through Joy and Connection: Amazon.co.uk: Rust, Bryony: 9781032295190: Books.

# data[].attributes.body
In every setting there are children who struggle to communicate. When they’re not talking, or only using a handful of words, it can be hard to know how to help. This book helps you to spot early moments of communication and respond with clarity. You’ll find an invitation to stop doing and start noticing what your children are doing.

# data[].attributes.body
We received the Dingley's Promise Mark of Achievement in March 2025 as all of our staff have completed the first 5 modules of the Early Years Inclusion Training.

# data[].attributes.body
Welcome to our Makaton Aware Nursery School, where we champion inclusivity and accessibility. We have created a welcoming environment where children of all abilities can fully participate and have their needs met.

# data[].attributes.body
Watch families to see how they ca use simple techniques to develop their children's language skills.

How to be a super communicator - BBC Tiny Happy People

# data[].attributes.attachment_link.description
Resources and films to support health visiting teams to use the Early Language Identification Measure and Intervention (ELIM-I) with families during the 2-2½ year Healthy Child Review.

# data[].attributes.headline
Dingley's Promise Free Training for Parents

# data[].attributes.subject
Dingley's Promise Free Training for Parents

# data[].attributes.headline
How singing songs with your child can help build their language and communication skills

# data[].attributes.subject
How singing songs with your child can help build their language and communication skills

# data[].attributes.body
It’s never too early – or too late – to start singing with your little one.

Our Sing With Me booklet has eight popular nursery rhymes for you to sing with your child - each with simple tunes and lyrics. They can be enjoyed whether your little one is five weeks, or five years old.

Download your free Sing With Me booklet

# data[].attributes.attachment_link.description
Download our Sing with me booklet and enjoy singing along to eight well-known nursery rhymes with your baby and toddler.

# data[].attributes.headline
Developing Children's Speech and Language Skills

# data[].attributes.subject
Developing Children's Speech and Language Skills

# data[].attributes.body
A collection of tips and advice to help with children's speech and language skills.

# data[].attributes.attachment_link.title
Tiny Happy People - Tips and advice for children's speech and language

# data[].attributes.attachment_link.description
A collection of articles and advice to help with children's speech and language skills. Check out the different collections for how to encourage baby to talk, no matter their age.

# data[].attributes.body
First Call is a resource for parents and professionals to support children's expressive language and understanding.

# data[].attributes.attachment_link.readable_text
Attention and engagement

Attention and Engagement is an intervention model which aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. The primary objective is that the sessions are fun and "offer an irresistible invitation to learn"!

Aims of Attention and Engagement

1. To engage attention

2. To improve joint attention

3. To develop shared enjoyment in group activities

4. To increase attention in adult-led activities

5. To encourage spontaneous interaction in a natural group setting

6. To increase non-verbal and verbal communication through commenting

7. To build a wealth and depth of vocabulary

8. To have fun!

Stages of Attention and Engagement

The Attention and Engagement programme progresses through a series of stages, building on each skill level. Each new stage is introduced when the group is ready to expand attention skills.

Stage 1: The bucket to focus attention

A bucket is filled with visually engaging objects and toys, aiming to gain the shared attention of the group. The adult leader shows each item to the group and uses simple repetitive vocabulary to comment on the various objects.

Stage 2: The attention builder

Visually stimulating activities are shown to the group by the adult leader, aiming to sustain attention for a longer period. The activities are fun, visually engaging and can often involve delightful mess!

Stage 3: Turn taking & re-engaging attention

The adult leader demonstrates a simple activity, often modelled with another adult in the group. Some children are then invited to have a turn but only if they are comfortable to do so. Not every child in the group will get a turn, which then teaches important emotional regulation skills, as well as the essential skills of waiting, turn-taking and learning through modelling.

Stage 4: Shifting & re-engaging attention

Stage 4 aims to develop the skill of engaging and shifting attention. The adult leader demonstrates a simple creative task, and then gives each child an individual kit to copy the task. The children take their kits to a table, complete the task independently, and then everyone returns to the group to show their completed tasks.

Parents/carers role:

Within the group:

At home:

Gradually increase the length of activities and the number of sequential activities to include stages 2-4 as advised by the therapist.

Stage 1 vidoes

Level 1 Bucket 1 Wind up teeth, pompom, spinner - YouTube

Level 1 Bucket 2 Popper, vibrating mouse, flow rings - YouTube

Level 1 Bucket 3 Jumping tube, Stretch ball, confetti balloon - YouTube

Level 1 Bucket 4 Rainbow scarves, baby shark, flying spinner - YouTube

Level 1 Bucket 5 Balloon car, beads, windmill - YouTube

Level 1 Bucket 6 Caterpillar, slinky and cup, sing a ma ling - YouTube

Level 1 Bucket 7 Extended bucket - YouTube

Attention and listening

Listening is not the same as hearing. A child may hear an instruction, but they may not be able to listen to it as their attention is fixed on another activity. Listening requires concentration and a child will need practise to establish good listening skills.

A child with attention and listening difficulties may be easily distracted and have difficulty focusing on tasks. Children with a hearing loss (including those with 'glue ear') may require some extra support to establish good listening.

Activities to support the development of attention and listening - level 1

Acknowledging the presence of another person

Looking, following and tracking objects

Activities to support the development of attention and listening - level 2

Identifying a named object from a choice of two

Joining in with nursery rhymes and action songs

Developing anticipation

Activities to support the development of attention and listening - level 3

Identifying one or two named objects

Full size objects; a teddy, a doll and a cup

Listening carefully to sounds

Activities to support the development of attention and listening - level 4

Listening, acknowledging their name and carrying out an action

Remembering and carrying out a sequence of two items or actions

Copying a rhythm

Activities to support the development of attention and listening - level 5

Following a series of instructions

Identifying four to five named objects

Joining in and interacting with a story

Listening for a given sound and recalling a linked action

Activities to support the development of attention and listening - level 6

Developing active listening

Top tips for attention and listening

The development of play is very closely linked to the development of language. Play helps to develop a number of skills including listening and attention, eye contact, turn taking, understanding and using language, problem solving and imagination.

Play is best when it is child led- let them choose, follow their interests and join in! Play enables a child to try out new skills and roles without fear of failure and it provides an opportunity for expressing emotions in an appropriate way.

Above all, play should be voluntary and fun.

The types of play:

There are lots of different types of play. A child may have difficulty in developing these skills for reasons including:

Types of play include:

People play

One of the earliest stages of play a child will enjoy is people play. This involves them interacting with others and can be done without toys. Children enjoy the repetitive nature of these games and they can support the development of turn taking, eye contact, anticipation, joint attention and listening.

People Play Ideas:

If a child does not respond to their name, try touching their arm as you say it.

Children struggle to focus when there is lots of background noise. It's always a good idea to have play times without the TV or radio on during the day.

Give the child one or two toys at a time- too many can be distracting!

Children love repetition! Repeat, repeat, repeat games they enjoy.

Exploratory play

A child will explore objects and toys using all their senses. This helps them to understand the world around them. The child should have access to a range of toys and everyday objects which are of interest to them. Observe how they play and if necessary demonstrate how to use the objects appropriately. Show them how to use objects in real situations e.g. give them a spoon to hold while they are feeding. Let the child explore and take the lead; your role should be to extend and guide their play. Activities should be adapted if the child has physical and/or sensory difficulties. Toys must provide experiences of looking, listening, feeling, smelling and tasting.

Exploratory Play Activity Ideas

Other resources can include

Cause and effect play

Cause and effect play teaches children that their actions have an effect on their environment. This is an important communication skill.

Cause and Effect Resources

Physical play

Physical play is motivating and fun. This type of play is particularly good for active children and for those who find it more difficult to concentrate. It encourages playing with others, sharing and turn taking. The adult can comment on the child's actions and model vocabulary which the child may find more tricky, for example 'jumping', and 'under'.

Physical Play Games

Hide and Seek

Chasing

Action Rhymes such as 'Wind the bobbin up' or 'Head, shoulders, knees and toes'

Ball Games

Racing Games using 'Ready, steady, go'

Peekaboo with play tunnels.

Soft Play Areas

Trampolines

Bikes & Scooters

Parachute Games

Dancing

Constructive play

Children learn to co-ordinate their fine motor skills through a variety of activities e.g. building, threading, stacking, interlocking games, craft activities. It can help them to develop a problem solving approach. The child stores visual information which they use at a later date, thus developing memory skills. Importantly it can give the child a sense of achievement when they complete a task.

Physical Play Games

Building with wooden blocks of varying sizes

Building with interlocking bricks e.g. Duplo, Lego

Train tracks

Threading cotton reels, beads, pasta shapes

Craft activities - cutting and sticking

Junk modelling with cardboard etc.

Stacking beakers or cups

Inset boards and jigsaw puzzles

Den building

Imaginative play

Imaginative play is very important in encouraging children's language development. Early imaginative play begins through imitating familiar events such as drinking from an empty cup. The child will move on by continuing to imitate everyday activities and starting to recognise that dolls and teddies represent people, for example when mum baths the baby, the child baths the doll. The child will then begin to recognise miniature 'small world' toys such as a doll's house. The child will begin to engage in 'make believe' play involving invented people or objects, for example playing 'schools', pretending to be a superhero or pretending an empty box is a spaceship.

Stage 1

Explore a range of everyday items. Carry out real life scenarios and model how to 'pretend' with the real objects. The adult can model this, for example pretending to drink from the child's empty cup, pretending to open the door with a key.

Stage 2

Introduce a teddy, doll or favourite character toy into the pretend play with familiar objects, such as giving the teddy a drink, washing the doll etc

Stage 3

Expand on your child's pretend play by encouraging them to copy sequences of everyday events, such as brushing the doll's teeth, putting pyjamas on and putting them to bed.

Stage 4

The child will begin to understand that miniature objects relate to real objects. Encourage a range of small world play such as playing with cars and a garage, trains and doll's houses.

Stage 5

The child will start to explore make believe play and take on the role of others, for example pretending to be a superhero or a teacher. Encourage dressing up and real life props to support this. At this stage children learn to pretend an object is something else (symbolic play), e.g. pretending a box is a boat.

Social play

Solitary: a child will initially play alone. They explore and learn with the objects they use but do not attempt to play with others. As they become older they may still have periods when they need to play alone but it is important to not become stuck at this stage.

Parallel Play: children start to play alongside each other, for example standing around the water tray. They watch each other and may attempt occasional interactions. Towards the end of this stage they may begin to co-operate with other children by sharing or passing toys and they may take turns with at least one other child.

Co-operative Play: children enjoy the friendship of other children and want to interact with them. They learn to play together, share and take turns in small groups. Disagreements will sometimes still occur. Later the children can take part in activities without close adult supervision. Their play routines become more imaginative and they should be able to take part in meaningful conversations.

Moving from Solitary to Parallel Play:

Moving from Parallel Play to Co-operative Play:

Some information and ideas based on Elklan Language Builders (2009)

Understanding language

Understanding language refers to the ability to make sense of spoken and written information. It is dependent upon a number of skills.

Children who may be experiencing difficulty in the area of understanding may also have problems with attention and listening skills and vocabulary development (see appropriate sections).

Children with difficulties with understanding may:

Need instructions to be given one to one

Need instructions to be repeated

Need support to join in group discussions

Engage in distracting behaviour, of self and others

Appear to follow instructions but are actually using visual cues such as, watching what others do in the classroom

Complete tasks inappropriately

Repeat instructions rather than carry them out

Have poor concentration

Need more time to respond

May try to hide their difficulties understanding e.g. watching other's faces to try to guess the answer, changing the conversation topic

An older child may learn to read but not be able to understand what they have read

May have difficulties storing information and remembering instructions given

Processing language and top tips

Language processing is complex. It is more than listening or understanding and is dependent upon the integration of a whole range of skills which include:

.......And it all happens AT SPEED!.....

For this reason, a child who has difficulties with understanding and processing spoken information will begin to rely on visual prompts and clues. These can be an essential support for learning e.g. Makaton signing to support early understanding.

Visual supports such as visual timetables, pictures and symbols and daily routines should be available in early year's settings to support understanding. In order to cope with busy and often noisy settings, the child will benefit from a range of strategies to support understanding and processing.

You can help by:

Making sure you have the child's full attention (see tip tops from the attention and listening section)

Keeping your language simple - giving short instructions

Giving the child time to think and respond

Emphasising the most important words in the sentences

Use visual supports to aid understanding e.g. gesture, facial expression, objects and pictures.

Early understanding

From around 9 months of age, a child begins to start using all the clues around them to understand what is going on. These include clues such as, gesture and tone of voice, as well as familiarity with the situation. For example, if a mother asks a child to sit down, whilst pulling out a chair, tying their bib on while food smells fill the room, the child is likely to understand what she wants them to do. The child, however, understands few of the words, interpreting them as part of the whole situation.

Strategies to develop early understanding:

Activities to try:

Mealtimes, bedtime, getting dressed, bath time, going shopping, family member arriving home, favourite television programme.

Choose one or two sentences to use consistently

Use gestures and actions to accompany these sentences.

e.g. Show your child their plate and cutlery

Let your child smell the food

Show them their bib, and then put it on

Pull out their high chair

Later, begin to say the sentence before you use the gestures and actions. This will help your child to learn to anticipate mealtimes on hearing just your sentences.

Understanding the key words in a sentence

This tells us the number of key words that a child has to understand in a sentence to carry out an instruction. It involves the child making a choice between objects, places etc.

In order to be sure that there is true understanding at any of the stages, there must be a choice for the underlined words.

For example:

1 word level Where's the car?

Equipment needed: car, brush

2 word level Give the ball to dolly.

Equipment needed: ball, car, teddy, dolly

3 word level Put the spoon in the bag.

Equipment needed: shoe, spoon, bag, box, in/on/under

As language develops, it is normal for a child's understanding to be at a higher level than their spoken language e.g. a child may understand a 3 word level instruction, but may only be joining 2 words expressively e.g. 'daddy car'.

1 key word level

To carry out simple instructions containing one key word.

When carrying out the activity, a choice of objects/people should be available for the underlined words.

2 key word level

To carry out simple instructions containing one key word.

When carrying out the activity, a choice of objects/people should be available for the underlined words.

3 key word level

To download the 3 key word level pack, please click here.

Understanding concept words

Concept words are important for children to learn as we use them a lot in everyday language. Concepts words include:

TOP TIP: When introducing concepts it is important to introduce only one concept at a time. For example: Put together a collection of 'big' items and talk about them being 'big'. The next stage is to introduce 'big' and 'not big'. The final stage is to talk about things being 'big or small'. Make sure that at first the small objects are very small and the big objects are very big, so that it is easy to see and understand the difference. Introduce a colour such as 'blue'. Put together a collection of blue items and talk about them being 'blue'. Next, find a range of different coloured items and describe them as 'not blue'. Using sorting hoops can be particularly effective i.e. blue things in the 'blue' hoop and different colours in the 'not blue' hoop.

The activities below are designed to support the development of concept words. As the child gets older, you will need to expand these activities to give the child an opportunity to learn more complex concept words.

To match up to 4 colours (red, yellow, blue, green)

Language: red; yellow; blue; green; find; same; match; another

To sort objects by colour.

To identify big and little objects.

TOP TIP: Make sure the objects are very short or very long and use gesture initially to help with meaning.

To identify long and short objects.

Language: long; short; Which? Point to; show me; find

Playdough - 'Can you roll a long/short sausage?

Ribbons - Explore and play with long/short ribbons. Use the ribbons in the outdoor play area, watch them flow around in the air as the child runs. 'Wave the long ribbons in the air.'

Make a collage using long and short strips of paper. 'Can you find a long piece?'

Sort a range of equipment and toys according to length e.g. long and short trains, clothes, socks, skipping ropes, toy snakes.

To follow simple instructions involving 'in', 'on' and 'under'.

Language: in; on; under; put

Position words which develop later include: in front of, behind, next to, inside, outside, above, below. These can easily be introduced within the routines of the session e.g. snack time, outside play time etc.

To understand basic concepts of time

TOP TIP: Remember that the child's use of verb tenses is related to the child's awareness of the passing of time. Use the child's personal experiences to develop this for example, 'today you are painting the tree', 'yesterday you painted the house' and 'tomorrow you will do the sky'.

TOP TIP: In a setting, use a velcro picture/written timetable to teach the concept you wish to develop e.g. 'now', 'next', 'later'

Language: next; then; day; night

To understand the concept of negatives

Language: can't, don't, won't, didn't, wouldn't

Model in activities like PE e.g.

TOP TIP: Children need to recognise that 'n't' equals 'not'; 'can't' equals 'cannot', 'didn't' equals 'did not'. You will need to make this explicit for some children.

To carry out a simple request involving possession.

Language: .........'s

Understanding grammar

Grammar is a term used to describe how language is structured and organised.

For a child to understand language, they need to be able to make sense of a range of elements including:

To understand plurals.

Language: Plural 's' e.g. hats, balls, spoons

Give simple instructions throughout the daily routine for example,
- 'Can you put the chairs around the table ready for snack-time?' 'Can you bring me two books please?' Can you bring the paintbrushes?'
- Singing rhymes, songs and finger-plays - e.g. ten green bottles, five little frogs

Dressing up, getting changed/dressed - ask the child to put socks on, jumper on, so that they hear a range of plurals and singular nouns.

Language: Plural 'es' - e.g. buses, brushes, glasses, watches; Plural 'ves' - e.g. knives, leaves, scarves and Irregular plurals - e.g. mice, men, deer, sheep

Model these plurals to children throughout everyday routines and activities.

Children often confuse pronouns when they are developing their language. Examples of pronouns include: me, I, you, he, she, mine, yours, they, them, we, us.

To respond appropriately to a simple request involving pronouns i.e. 'I', 'he', 'she', 'they'

Language: I, he, she, they

To respond appropriately to a simple request involving possessive pronouns i.e. 'his', 'her', 'their'.

Language: his; her; their

To respond to simple questions involving tenses.

Language: painted, painting, going to paint

Language: and, because, but, so, or, if, until

To encourage the use of 'and' start with connecting nouns, e.g. bucket and spade. A simple pair association game or an opposite jigsaw will help to develop this stage.

When the child can cope with this basic level, you can introduce 'and' between phrases, e.g. 'the boy is standing and the girl is swinging'.

Again take opportunities throughout the day to encourage development of joining words.

Understanding reasoning and thinking

When talking to children, you will need to be aware of the complexity of the questions you ask. The Blank, Rose and Berlin (1978) model shows us the development of the types of questions children are able to understand. 3 year olds will generally be developing their understanding at levels 1 and 2. 5 year olds will typically be developing their understanding at levels 3 and 4. It is particularly important to be aware of these levels of questioning in teaching and SLT offer a range of training packages for practitioners which include more information about this model. Please contact us or see our 'professionals area' for more information. Previous learners have reported that this has made a huge difference to their practice.

Level 1- naming things e.g. 'point to the tree', 'what's this?'

Level 2- describing things e.g. answering questions with who, what and where? 'find something I can eat?' 'who is swimming?' 'where is the boy?'

Level 3- talking about stories and events e.g. 'what might happen next?' 'what will Mummy say?' 'tell me the story' 'how does daddy feel now?'

Level 4 - solving problems and answering 'why?' questions e.g. 'what will happen if it rains?' 'what could you do if you there are no paper towels left?' 'why is the boy crying?'

Activities to target specific questions words

To respond appropriately to a simple question involving 'where?'

To respond appropriately to simple instructions containing 'what?'

To respond appropriately to a simple question involving 'who?'

At the last stage of this model, children will start to develop reasoning and thinking skills.

Activities to develop reasoning and thinking for older children

Inference and Deduction are important thinking skills which enable us to work flexibly in the world. They involve using information to work things out.

Inference: basing a decision on an assumption

Deduction: basing a decision on a known fact

Prediction: using available information to suggest a possible outcome

Detective Games

Working from pictures, get the children to be detectives and answer questions which require some thinking

Provide a picture of a room with a high chair and ask the question 'Do you think a baby lives in this house?'

Provide a picture of a girl putting her wellies on and ask the question 'Why is she putting her wellies on?'

Work from pictures first, talking through the possibilities and make explicit the relationships where necessary. Eventually extend the skill into other forms, spoken passages or reading.

Double Meanings

Understanding that many words can mean more than one thing. The context is what helps us to recognise the meaning

I went to the park to play on the swing.

I was fed up because I could not find anywhere to park my car.

Non Literal Language

Understanding that there may be a hidden meaning which isn't made explicit

e.g. 'I've been waiting for this bus for years'.

Comparing one thing with another

e.g. As dead as a doornail.

Application of a word to something not literally possible

e.g. Food for thought.

An expression with a non-literal meaning

e.g. My mum has green fingers.

Sarcasm/Irony

Expressing the meaning by tone of voice/manner of speech where this then contradicts the words

e.g. That's a great idea (with non verbal communication suggesting the opposite)

During adolescence language becomes more sophisticated. It is often abstract and very specific to the subject being taught.

There is increased use of:

When a child or young person is unable to understand spoken language there may be an impact on their behaviour. The child or young person may:

Expressive language

Expressive language is the ability to use spoken words.

Early expressive language starts with early vocalisations progressing to single words and moves through a developmental pattern allowing children to develop skills to use spoken words for a range of purposes including:

The means, reasons and opportunities model (the one with the circles you did for us)- see the text for indication of where to put it.

Plurals, Pronouns, Use of verb tense leaflets: within 'activities to develop early grammar' section

Express needs, wants, feelings

Volunteer information and make comments

Direct others

Give an account

Start and take part in a conversation

Use language to interact with peers

Use of language to negotiate

Ask a relevant question

Use language to imagine

Give an explanation

Use language for reasoning

Use language descriptively

Please explore the following sections for more information:

About expressive language & top tips

Generally a child will be able to understand language before being able to use it expressively. Children who are having difficulties using spoken language may also have difficulties with attention and listening, vocabulary development, understanding and speech (please see appropriate sections).

Children who are experiencing problems with expressive language may:

You can help by:

Making sure that talking is fun and worthwhile for your child. It is mainly through play and real life situations that children learn to talk.

Speaking slowly, calmly and gently. Give the child an easy pattern to follow.

Listening to what the child is saying, instead of focusing on their pronunciation.

Letting the child know you are listening by turning to face them.

Being positive and giving praise and reassurance in order to develop the child's confidence.

Trying to reduce background noise when you want to talk to the child.

Following the child's interests.

Trying not to ask too many questions.

Try not to anticipate your child's needs, wait to see if they can ask themselves or if they need some help offer them a choice e.g. 'apple or banana?'

Repeat back clearly what you think the child has said and add another word for example, child says 'teddy tummy' and the adult repeats back 'tickle teddy's tummy' or 'teddy's big tummy'.

Repeat back grammatically correct sentences to your child to help develop their use of grammar e.g. child says 'he go shop', adult repeats 'yes, he is going to the shop'.

Give the child time to talk without interrupting them.

Provide visual clues to help the child order ideas effectively before expressing them.

With older children, you can explain word endings and why we need to use them e.g. 'when there is more than one, we add an 's' to the end'.

Remember, children get fed up with naming things which they know the adults really know!

Key word levels (expression)

One word level

First words generally appear around 12 months of age and are commonly:

Short phrases such as 'all gone', 'sit down', 'get up' are learnt as one unit and are therefore classed as being at a one word level rather than a two word level.

Two word level

When a child has around 50 words, they begin to join words together e.g. 'Daddy gone', 'want drink', 'Mummy car'. These could have several meanings e.g. 'this is mummy's car', 'mummy has gone in the car', or 'let's go in the car, mummy.'

At this stage, the child begins to use a few action words e.g. cry, sit etc. They try to talk about events using a mixture of jargon and words. They will ask for help (e.g. 'wash hands') and begin to ask questions.

Three word level

At around three years of age, the child begins to join three words together and possibly four e.g. 'Daddy gone work', 'Mummy go shop'.

Gradually the child will begin to use a wider variety of words as their understanding of the world around them grows e.g. descriptions using size (big/little); positions (in/on/under); colours (red/blue/yellow/green); properties (wet/dirty); emotions (happy/sad) etc.

Activities to develop key word levels

To produce a range of play noises modelled by an adult. E.g. shhh; mmmm; ssss

To use a range of early words spontaneously. E.g. more; again; gone; bye bye; fall down, help.

To use an increasing number of single words (nouns and verbs). In developing the use of language, ensure that the child is familiar with the objects/pictures and is able to give them on request (demonstrating one word level understanding).

Introducing 'action' words or verbs is really important to help develop a child's sentence structure. Other activities to help develop the use of verb words are:

To use short phrases containing two key words.

To use phrases containing at least three key words.

Activities to develop early concepts

Children will need to understand concept vocabulary before they are able to use it expressively (please see concept development in the understanding section).

COLOURS

To name up to four colours

Language: Red; yellow; blue; green; colour(s); Which one?

TOP TIP: Begin by focusing on one or two colour names and then increase the number of colours.

SIZE

To describe objects as big or little

Language: little; big; which is..?

(Remember children may use 'small' instead of 'little')

TOP TIPS: Start with big objects and give the child chance to begin to understand the concept of 'big.' Then introduce small items.

Make sure that the small objects are very small and the big objects are very

big, so that it is easy to see and understand the difference.

Use gesture and a 'big' or 'little' voice to emphasise your meaning.

LENGTH

To describe objects as long or short

Language: long; short; which?

TOP TIPS: Make sure the objects are very short or very long!

When you say the word 'long' extend it e.g. 'L-o-n-g'. Say the word quickly to indicate 'short'.

POSITION

To use language to describe position

Language: in; on; under

Early grammar

As a child's understanding of word endings, word order and structure develops, the child begins to use those elements in spoken language. The development of grammar occurs in stages, as the number of words used increases.

Tenses - children begin by using the present tense '-ing' e.g. 'it going'. By around 4 years of age, they are able to use the past tense, though not always correctly e.g. 'me falled down', 'he wented'. Talking about future events is the most difficult for children to learn and to express grammatically in spoken language.

Negatives - children use 'no' at an early stage to refuse/reject an object or action. This later develops into the use of the word 'not' and later still the shortened version e.g. 'don't', 'won't.'

Plurals - 's' is used early on in development to mark more than one of something e.g. 'my cars', 'apples'. Remember if the child cannot produce the sound 's' they will not be able to use plurals. Some children will not develop a clear 's' until they are 5 years old.

Pronouns - children begin to use early pronouns 'you' and 'me' at around 3 years of age. They then begin to use other pronouns such as 'he', 'she' and 'they' before developing 'his', 'her' and 'their' at a later stage.

Possession - at around the age of 3 - 4 years, children begin to use 's' to show possession e.g. 'mummy's hat', 'daddy's book'.

Question words - by age 3½ children are using 'what', 'where', 'who' questions routinely. Later they begin to use 'when', 'how' and 'why' to question. By 4 years of age, sentences are becoming grammatically correct most of the time. For further information on question forms, please see 'understanding reasoning and thinking' in the 'understanding' section.

Activities to develop early grammar

PAST AND FUTURE TENSES

To use the past tense to describe an action

Language: action words ending in 'ed' e.g. jumped, painted, looked

Copy me- perform an action e.g. jump into a hoop and then ask 'What did I do?' be careful to use a verb that in the past tense has an 'ed' form. Repeat this with a variety of actions and ask the children to describe what you have done.

Simon did- ask the child to copy an action as in 'Simon Says', and then ask 'What happened?'

To use the future tense e.g. 'going to.....'

Language: 'going to.., we will'

NEGATIVES

To use 'yes' and 'no' appropriately.

Language: yes; no

To use 'not' + object/action.

Language: not

Encourage the child to describe actions during group games e.g. 'Jonathan is jumping.' 'Katie is not jumping.'

Ask the child to hide an object in the playhouse or around the room/outside. The adults and other children ask questions to help find it e.g. 'Is it in the sand?' Child responds 'Not in the sand'

PLURALS

To use simple plurals.

PRONOUNS

To use simple pronouns e.g. 'he', 'she', 'they'.

Language: he; she; they

POSSESSION

To use possessive pronouns e.g. his, her, their.

Language: his, her, their

QUESTION WORDS

To ask questions involving 'what?' 'where?' 'who?'

Language: what? where? who?

JOINING WORDS

These are the words that we use to join two pieces of information together in one sentence.

Language: and, because, then, so, but

Have a selection of items e.g. pictures/toy foods and model the use of the word 'and' e.g. 'please may I have an apple and some crisps and some chocolate?' Then ask the child to take a turn, encouraging them to use 'and' themselves.

Play silly games with some 'why?' pictures and ask the child 'why?' something has happened to encourage them to use the word 'because'. You can model this for them first.

TOP TIP: You can also use the 'why/because?' jigsaw on the Twinkl website.

Activities to develop expressive language skills in older children

Barrier games

This can be used for both talking and listening. The child or children either side of the barrier have identical sets of equipment.

One child has a picture or constructs an assembly of objects and then gives instructions to the other to enable him/her to duplicate the picture or assembly.

How do I feel?

In a small group imagine a situation and talk about how you would each feel and what you might say (speech bubbles resource is good here).

Silly stories

Collection of objects/pictures, e.g., horse, lady, man, child, dog, ball, pirate, dinosaur. Adult starts story "Once upon a time there was a dinosaur". Next child (house) continues the story "He lived in a house made of chocolate". Next child (ball) "One day he found a ball under his bed" .....

Narrative

Colour Coding approach. Children take one colour question 'Who, What, Where, When' and sequence a story using their own ideas. For more information, visit http://www.talkingpoint.org.uk/resources/colourful...

Mind map activities

An excellent way for supporting new vocabulary and talking.

Defining and describing

Have a range of objects in a bag or a range of pictures. One child takes an object or picture and is allowed to give 3 pieces of information to describe their item. The rest guess.

Question

Barrier game. One child has an object or picture and the rest ask questions to find out what it is. You cannot say the name of the item.

A good resource is guess Who?

What do you know?

Use a composite picture and take turns in the group (mini circle time). Each child gives a new piece of information about the picture. Extend by talking about a particular object or event in which everyone has been involved.

Tell me how to do it

Use a classroom activity or event which has already been experienced and get a child to re-tell the event in his/her own words.

Allow a child to explain to the others how to play a particular game.

Developing story telling (narrative) skills

TOP TIP: Ask your Speech and Language Therapist about the Blacksheep resources to support narrative skills.

Sequencing skills

Sequencing is an essential skill which underpins many aspects of speech and language. It is the ability to recognise and predict pattern and order. We need sequencing skills to give information such as telling someone about a specific event.

Speech and language is all about sequences:

As children approach school age they will need to learn the special vocabulary of sequencing, words such as start, next, finish or first, second, third.

TOP TIP: Some general work on sequencing will be beneficial for all children but particularly for children with specific speech and language difficulties such as dyspraxia.

Visual sequencing activities

There is often more than one word that can be used in sequencing e.g. first or start, middle or next etc. It is therefore important to decide, in planning, the vocabulary you will use. Use this regularly and consistently, allowing for lots of opportunities for repetition. Make sure that everyone uses the same vocabulary. Begin with visual pattern experiences.

Display visual timetables depicting the routine of the pre-school/school. If the pictures are velcroed to the wall the children can sequence the events themselves.

Copy and continue patterns of two items:

Increase the number of objects as the child becomes more competent.

In group games encourage children to copy an action after you. Introduce another one, then see if the child can sequence the actions e.g. wave, then clap. Puppets could also be used to demonstrate the actions.

Dressing and undressing skills are useful to encourage a child's ability to sequence. They need to know the order in which the clothes are put on. This can be practised when getting undressed for P.E. or dressing a doll or teddy. Commercially made picture games can also be used.

Auditory sequencing activities

This involves the child following sequences of information that they have heard rather than seen.

Word finding difficulties

Learning vocabulary is an ongoing, lifelong process. Each new word has to be effectively processed, stored and then retrieved when needed. Some children have difficulty recalling names for people and objects. Many of us experience this from time to time when we say the word is 'on the tip of my tongue'.

Strategies to help with word finding difficulties:

Encourage the child to use gesture or mime to supplement speech.

Ask the child to show you what they mean, by pointing to the object or a picture of it.

Cue the child in with the first letter or syllable e.g. 'It's a ba.....banana'

Give the child choices to help him/her remember the word e.g. is it a carrot or a potato?

Avoid speaking for the child. This may frustrate them or stop them from trying.

Reflect back and question - repeat the child's phrase.

Accept any reasonable attempt at a word. It doesn't have to be perfect. The important point is the child to get his message across - COMMUNICATION in its widest sense.

Closure - use a build up sentence but let the child 'close it' by saying the last word e.g. 'You'd like a drink of........ ' or 'You need to go to the .........'

Please see the 'vocabulary' section for further information and activities.

Vocabulary

Children who:

MAY be experiencing problems with vocabulary.

Children who are having difficulties with vocabulary will benefit from a structured approach to TEACH them the skills to effectively organise, store and retrieve new words. Learning vocabulary is a lifelong experience.

"Vocabulary at age 5 is a significant predictor of educational success at 30" (Feinstein and Duckworth, 2006)

"Vocabulary experts agree that adequate reading comprehension depends on a person already knowing between 90 and 95% of the words in a text" (Hirsch, 2003).

Please explore the following sections for more information:

Vocabulary

In order to effectively process, store and retrieve words, we need to be able to use two sorts of information: semantic (what it means) and phonological (how it sounds).

Semantic (What it means)

Phonological (How it sounds)

Unless we know a range of words our ability to use language to communicate will be limited. Essential building blocks for sentences will be:

TOP TIP: Make vocabulary important in the classroom. Research has shown that even the most able child will not quickly acquire new words without explicit teaching.

Teaching topic vocabulary

For each new topic, the class teacher should categorise new topic words into the following categories:

Essential - These words are integral to the topic and should be words used in everyday conversation.

Desirable - These words are useful for the topic and they will be encountered again.

'Might be nice' - These are less common words which are topic specific.

Have a few sessions before the topic starts to talk about the new words and record which words the child already knows. Ensure the child understands the essential words and then use a word map or vocabulary grid to work on learning the desirable words. This will support the child to learn how the word sounds, its meaning and how to use it in a sentence.

Review how many words the child understands/uses half way and at the end of the topic. Send the list of words home so that parents can talk about the words with their child too.

For example- a 'Rivers' topic:

Using a multisensory approach:

Use a multisensory approach to ensure accurate storage of the words, for example if focussing on the word 'gorilla':

What does the word mean? Can the child describe where we might see/find it. What it is used for etc. Something else with wheels or that is transport.

Phonological Awareness - Can the child say what sound it begins/ends with? How many syllables? A rhyming word (doesn't have to be a real word)

Speech - Ask the child to say it several times

Grammar - Put the word in a sentence

Orthographic - read and write the word.

From the Tall Ships Project

Vocabulary activities to support word learning and retrieval

Use this activity to reinforce the names of items and the categories to which they belong. For example, have a range of food items to sort into fruits or vegetables.You can make it more interesting for younger children by hiding items around the room or by placing picture cards face down so the child does not know which one they have selected.

Use a selection of items from one category and one item from another. Can the child spot the odd one out? e.g. apple, sock, banana

Word association games: finding links

The first person chooses an item, the next person chooses another item to go with it and so on. For example 'sock', 'shoe', 'welly', 'rain', 'puddle'.

Explain a link

An extension of the game above. Ask the children to explain their link and decide as a group if the link is acceptable.

Making sentences

Have a pile of pictures. The first person chooses a picture and has to say a short sentence containing the target word. To help children develop flexibility several children could make up a sentence for the word. At the higher levels this could be used to explore words with double meanings.

Silly or sensible

The adult says a short sentence containing a target word. The child or group have to decide whether the sentence is acceptable - SENSIBLE or not - SILLY.

To extend this activity, can the children sort out the silly sentences by changing words to make more sense? Again this activity can help children develop flexibility by seeing that a silly sentence can be corrected in more than one place.

e.g. I like to eat worms
Correction- I like to eat toast
Correction- I like to hold worms

Alphabet names

Have a sheet with the alphabet listed. Take a category e.g. animals and then think of an animal for each letter of the alphabet. This can be really hard - encourage the children to seek help and use the opportunity to send them to another area to ask a teacher if they know the item you are stuck with.

Children listen to clues about the item they have to guess. Remember that this game is much easier when the items are physically present.

e.g. This is something we use to open the door. It is silver and shiny.

Role reversal of the above. Young children find it impossible not to say the name of the item, but with practice, can learn to play this game. As a group you can work together to think about which clues work well and which are not very helpful.

e.g. target word: cat
clue: it says miaow
clue: it has a tail

Pick a category and see how many words you can come up with in one minute i.e. animals, transport, parts of the body, vegetables, things you can wear. This can be done individually or in a group. Repeat this category again after a week or 2- can you beat your score?

TOP TIP: Encourage children to use strategies if they cannot think of the word they need. For example:

Speech sounds

Children start to listen to sounds before they are even born. Babies begin to play with sounds through babbling, this then progress to using real words. A child's speech sound development is gradual, some sounds develop much later than others so they will not be able to say them all straight away. For example the "m" sound is usually present by 3 years of age whereas the "r" sound may not develop until the age of 7.

Phonological awareness

Phonological awareness is our ability to hear and recognise the sound patterns in words. It involves rhyming, identifying the syllables in a word and breaking words up into individual sounds e.g. c-a-t. Phonological awareness skills are very important for speech sound production and are essential for the development of reading and writing.

A guide to typical speech sound development

Some speech sounds are usually developed earlier than others. This table can be used as a guide for typically developing children.

Children who have additional needs can be expected to develop sounds later. This should be taken into account before referral. Please speak to your named therapist for further advice.

Typical speech errors and when to refer
Some speech errors are commonly made by typically developing children. They will usually resolve without intervention as the child matures.

Some examples are listed in the table below along with when to refer if the error doesn't resolve on its own. Remember children with additional needs may need longer.

Some errors are more unusual (see below) and it is a good idea to refer to speech and language therapy for assessment if they are present

Top tips

Speech-Sound-Record-Images1 (2)Speech-Sound-Record-Images1 (2)Accept the child's attempt at a word but also repeat the correct version back to them. For example, if they say "tup, mummy" (meaning "cup"), adult says: "yes, there's your cup". Avoid asking the child to try again or repeat after you as they may not be able to do this at the moment and it may cause frustration. Giving a clear model will help.

Try not to correct the child as this may make them anxious. We want to encourage them to talk as much as possible to help to practise these sounds.

If you have not understood, describe the difficulty as yours. For example 'sorry- I'm not listening very well today'. Ask them to show you instead.

Make quiet times. Turn off the television or radio when you are talking, playing or looking at the books together. This will help the child to listen to your speech more easily. Face the child when you are talking together. Sit opposite each other when playing or talking. This helps them listen and see how sounds are made.

Speak simply in short sentences, for example, "here's teddy", "cuddle teddy". This gives the child time to listen to words and how they sound. It's easier for them to copy if you keep it simple.

Listen to the child with patience however unclear they are. Focus on what they say rather than how they say it.

Ask relatives or friends to do these things too. Talking should be fun, not hard work.

Get interested in sounds! Find some fun sounds that you hear every day e.g.

In the street: car starting, fire engine siren, bicycle wheels

In the park: ducks quacking, dog barking, children playing

Inside sounds: clock ticking, vacuum cleaner, mobile phone ringing

All about dummies:

Dummies can be comforting for babies, but overuse may result in:

Activities to support: syllables

Level 1: Moving to Sound

LEVEL 2: Copying Patterns

Nursery Rhyme Rhythm - Beat out the rhythm of a known nursery rhyme or song on a drum or tambourine.

Me then You - In small groups practise clapping loudly, softly, quickly and slowly. Introduce the idea of clapping/tapping patterns, e.g., three short sounds followed by two short sounds. Talk about the pattern as you are clapping/tapping it. Encourage the children to repeat or echo the pattern.

LEVEL 3: Clapping the beats

LEVEL 4: Clapping the beat/s in a given word

Activities to support: rhyme

LEVEL 1: Exposure to rhyme

LEVEL 2: Rhyme Play

Variations: Children can do it in turns round the circle. Introduce the idea that the same 'end bits' are rhyming. At the end, run through all the "words" you have made.

LEVEL 3: Finish the Rhyme

Rhyming Pairs - Make up some silly rhyming couplets with children:
I like rice - it's very nice
I like fish - on a dish
I like jelly - it wobbles in my belly

Forgetful Puppet - Sing or say nursery rhymes using a 'forgetful' puppet who sometimes forgets to say the rhyming words, for example:
'Jack and Jill went up the .....?'
Sometimes the puppet could accidentally put in the wrong word!
'Jack and Jill went up the stairs!'

Talk about how some of the words sound the same - they rhyme!

LEVEL 4: Making a rhyming string from a given word

LEVEL 5: Rhyme Detection

Activities to support: alliteration

LEVEL 1

Recognising Sounds

LEVEL 2

Recognising Differences in Sounds

Butterflies and Elephants - Shake a tambourine and the children run like butterflies. Bang the tambourine and the children stamp like elephants.

"Spot the Difference" - Introduce two identical shakers to the child. Talk about how they look and sound the same. Let the child play with them and listen to the sound they make. Put the shakers to one side and repeat the above with two identical drums. Next choose one shaker and one drum, play them and point out how they sound different. Explain to the child that you are going to play a listening game. Place either a shaker or drum in front of the child but out of reach. Place the other shaker and drum behind the screen. Make sure the child is ready and ask them to listen carefully. Play one of the instruments behind the screen. Ask the child if the instrument makes the same sound as the one in front of them. If it does talk about them being the same, if not then talk about them being different.

LEVEL 3

Introducing Speech Sounds

LEVEL 4

Identifying initial sounds in easy words

Sound plays videos

Top tips videos

Social communication

Social skill is the term used for relating to and interacting with others. It involves social understanding, social communication and social relationships. Social skills include an awareness of self and others, an understanding of the communication process, a desire to communicate and a means to communicate with others. The skills of social communication include:

Joint (shared) attention

Proximity

Eye gaze

Interpreting and using facial expression

Understanding and using body language

Prosody (volume, speed, tone of voice)

Turn taking

Conversational skills

Understand implied meaning

Using language for a range of functions

TOP TIP: Whilst we have split these skills into separate areas, in everyday life these skills overlap and are not used in isolation. Children need to understand the social meaning behind each aspect of good social communication. This is more important

than prompting pupils to use the skills. Simply teaching the children 'the what' will not be enough as they will also need to understand 'the how, where and why' of social communication, demonstrated within situations that are meaningful to them.

Advice and activities to develop social communication skills

JOINT ATTENTION

The foundations of early interaction involve learning to share attention, wait, and take turns. This can start with early activities/games a parent and child do together e.g. blowing bubbles, tickling games.

Please refer to the Play and Attention and Listening sections for more ideas.

Some good strategies to remember:

Reduce the clutter. Only have the activity you want to work on available.

Use visual means to help the child focus e.g.

Objects of reference: Show real objects to your child to help them make sense of what is about to happen, for example, show them the same plate every time they are due to have their dinner. The child can then begin to associate objects with a routine or activity.

Now/next board: these boards can be used with the child to indicate what is going to happen but also highlights the end point of the activity by showing them what is going to happen next. For example: "Now painting then play with cars".

Visual timetable: put photos/pictures in order on a timeline to help the child understand what is happening over a period of time/throughout their day.

Finish box: Once an activity is finished you can put the symbol/work activity in a finish box to signify it has ended.

Start from where the pupil is at - join their focus of attention.

Use the pupil's name first to attract their attention before you speak.

PROXIMITY (personal space)

Children with social communication difficulties may feel uncomfortable when others are within their personal space.

Be aware of the child's tolerance of the proximity of others - stay outside their personal space.

Be aware of any sensory needs the child may have and adjust for these as much as is possible.

Children with social communication difficulties can find it tricky to understand social rules. They may need help to know where it is appropriate to: say hello, shake hands, kiss, cuddle, hold hands. Teach socially acceptable alternatives.

Having a carpet can help the child understand where it is appropriate to sit and can protect their personal space.

EYE GAZE

Good timing of eye contact is important for social interaction and communication.

Children need to learn when, why and for how long to look at others.

Holding objects at eye-level may encourage a pupil to look at you, or prompting with a 'Look' symbol or gesture.

Make sure you are at the right level for the child to make eye-contact - 'get your face in the right place!' (Dave Hewitt, Intensive Interaction). Some children may find eye to eye contact uncomfortable, encourage them to turn towards others rather than look at their faces.

Give praise as appropriate e.g. 'good looking'.

FACIAL EXPRESSION

Facial expressions can be difficult to 'read', especially for children with social communication difficulties. Sometimes we give mixed messages - what we say may not be what we mean, for example, saying 'no' whilst smiling. For older children, social skills programmes, like the Social Use of Language Programme and Socially Speaking contain a range of teaching activities.

Some ideas to consider:

BODY LANGUAGE

Teach social gestures, including: head nod (yes); head shake (no); handshake (hello); wave (bye); finger-point (requesting and responding); thumb up (like or good); thumb down (don't like or not good); standing alongside (to gain attention) hand up (to speak in class); raised palm (stop/wait); shrug (don't know).

Use real contexts and video clips to explain the meaning of body language, linked to facial expression and tone of voice.

Use visual cues such as signs or symbol cards to prompt appropriate body language and social gestures such as, helping children to show 'good listening'.

E.g. Here are 5 ways to SHOW that you are LISTENING to people:

1. Turn towards the person who is speaking.

2. Nod your head.

3. Say "Mmm", "Aha" or "Yes".

4. Ask a question about the speaker's topic.

5. Make a comment (say something) about the speaker's topic:

PROSODY- volume, speed, intonation, emphasis

Volume:

Speed:

Use a video or tape recorder to provide feedback as to whether the speed of the child's speech is too fast / too slow / acceptable.

Use a gesture or symbol card e.g. to remind the child to speak more slowly.

Turn-Taking:

SOCIAL USE OF LANGUAGE

Language can be used for a range of reasons:

Express needs, wants, feelings

Volunteer information and make comments

Direct others

Give an account

Start and take part in a conversation

Use language to interact with peers

Use of language to negotiate

Ask a relevant question

Use language to imagine

Give an explanation

Use language for reasoning

Use language descriptively

Supporting social communication skills in older children

As children get older, they may present with:

You can help by:

Restricting your language to short unambiguous phrases.

Trying to keep children 'on topic'.

Keeping your instructions direct and in the order you wish them to be carried out e.g. 'first go and get your history book then go to the library' instead of 'before you go to the library, go and get your history book'.

Be clear in what you want the child to do e.g. 'I want you to go and fetch Mr Smith' instead of 'Would you like to fetch Mr Smith for me?'

Make instructions e.g. 'please sit down' rather than 'don't wander around'.

Make use of the child's motivations and real life experiences to help their learning.

Help the child through demonstration to understand appropriate conversational rules e.g. how to ask for help, how to request clarification.

All children respond well to a clear system for rewards e.g. a visual sticker system. Consistent use of this is important, particularly for a child with social communication difficulties.

Certain situations such as, transitions between lessons and/or activities can cause an element of anxiety. Try to maintain a routine that is safe, calm and predictable. Consider the use of pen portraits to support children in an unfamiliar situation.

Work to the child's strengths such as, use visual means of teaching and learning e.g. written instructions, information and key words; diagrams; tables; charts; maps; illustrations; photos; objects.

Provide extra support for subjects with a high language content e.g. English, RE, History.

Group tasks can be difficult because of the social demands of working with others- support by:

Allocating students carefully

Working with the same person / people where possible

Making sure the student understands what to do within the group

Supporting and withdrawing gradually

Making sure the others are listening

Giving time to organise and settle

Home-school communication is important. Families can supply useful information about the pupil's anxieties and coping strategies. Try a home school diary.

Children may need to be forewarned of changes in routine or planned events.

Children with social communication difficulties can at times say something that can be misinterpreted as being rude. Carefully explain the rules/social requirement- you can use social scripts to support this. A social script will support a pupil's understanding of a particular issue and explain how to respond in a socially acceptable way.

Children may find unstructured times difficult e.g. break times, school holidays. Help them to plan their time, such as by using visual schedules, calendars, diaries or planners. Other suggestions include:

Provide a safe haven where the student can go

Introduce a buddy system

Encourage them to attend clubs/games

Yr 11s could help in Yr 7 clubs

Undertake Role Play

Give defined options - give them choices about what they can do at break

Structure / separate the key stages

Rotate or stagger lunch breaks

Provide activities to be getting on with

Teachers to get there before students

Teach the cues that indicate unstructured time

Pre-teach through role play

Use Buddy systems

Pre-teach through using social scripts

Work on friendship skills - concept, strategies for making and keeping friends. 'Friends' club and special interest groups can help.

Explicit discussion of class rules including 'good listening' behaviour and a visual display of these.

Stammering

Learning to talk, like learning to walk, is never completely smooth and does not happen straight away. Young children often stop, pause, start again and stumble over words. Between the ages of 2 and 5 years it is normal for a child to repeat words and phrases and hesitate with "um's" and "er's" when they are sorting out what to say next. Approximately 5 in every 100 children stammer for a time when they are learning to talk. Many find it easier to talk fluently as they get older.

What is stammering?

A child who stammers may:

More information can be found on the British Stammering Association website .

Means, reasons and opportunities

Research has found that children and babies learn to communicate when they have a means, a way of communicating, opportunities to communicate and reasons to communicate. They also need adults who are responsive to how they communicate.

Means

Reasons

Opportunities

For example: if your child is in the garden playing on their own and everything is available to them, they do not have any reason to communicate as they are happy and can meet their needs independently. You are not there so there is no opportunity for them to communicate and a means of communication will not be developed as this is not being modelled to them by an adult.

Means of communication

Everyone needs a means to communicate but there is a lot more to communication than just talking! Think about Pingu and Mr Bean, they do not not use many words but everyone understands what is happening including what they are thinking and feeling. Communication can be verbal, for example babble, making noises, saying words, phrases and sentences or non-verbal for example; crying, facial expressions, showing emotions, pointing, gestures or using signing or symbols. Research show that only 7% of communication is verbal, even for adults, therefore developing non-verbal communication is really important. It is also importamnt for all of the adult in the childs environment to be aware of their preferred method of communication whether its verbal and/or non-verbal.

Observe your child: How do they communicate?

Spend some time watching and observe your child to see what methods of communication they use. Do they make eye contact, pass you things, tap you, take you by the hand, point, reach for items or gesture.

Just because they might not be talking does not mean that they are not communicating. Interpret their attempts at communication as meaningful.

Reasons for communication

Everyone needs a reason to communicate. Children are unlikely to communicate unless they really want to and are motivate otherwise there is simple no point.

Children may communicate to:

express feelings; e.g. tired, hungry, poorly, happy, etc.

indicate wants and needs e.g. to make requests, choices, reject items or to gain attention

Later children may communicate to greet, instruct, comment, ask questions or for the pleasure of chat, socialising, forming relationships and to share information.

What is your child motivated by?

Identify the things that motivate your child. For example; they might love certain food, toys, activities, songs, TV characters, rough and tumble play, numbers or letters, materials such as sand and water, ordering, filling and emptying.

We much encourage communication by creating opportunities for children to request the things that motivate them.

Opportunities to communicate

As parents and carers and adults we need to provide opportunities for children to communicate. Strategies to help include:

Activities to develop requesting

Offer choices

The easiest choices to make are between something that you are really motivated by and something that you are not; don't be afraid to offer items that you know your child does not want/like as this will help them to develop their cause and effect understanding and their ability to choose (e.g. 'Do you want broccoli or car?').

Hold up the objects so that they can see them and say the words.

When they become good at indicating their choice, make the choice harder by offering 2 motivating things e.g. 'Do you want car or train?'.

If this becomes too frustrating for your child offer choices in less motivating situations (e.g do you want to wear the yellow t-shirt or the blue t-shirt?, do you want red bubbles or blue bubbles in the bath?).

Remember to offer a choice, wait for your child to respond and then reward them.

Watch this video for further information: https://youtu.be/sh7RcN9Hoyo.

Offer items bit by bit

Give your child a small amount of something motivating, for example; one piece of jigsaw, one brick, one crisp, one piece of train track, one slice of banana, etc.

Ensure that they can see that there is more available and wait for them to respond.

Then model a key word such as more, chocolate, bubbles, etc. and reward them with more.

Watch this video for further information: https://youtu.be/nYAAt2xEpLg.

Place items out of reach, but in view

Put a highly motivating toy or snack in a clear bag or box and wait for your child to communicate to request it. For example; put your child's comforter in a clear bag or box, put out all of the train set but have the trains in a clear box , put an out Inset puzzle board but keep pieces in clear bag.

Place their favourite toy on a shelf and wait for them to respond - this may cause some behaviours and frustrations (please consider that if your child likes to climb it may be safer to put their toy in a clear bag/box that they cannot open instead). This behaviour is a means of communication from which you can model how to respond (e.g "want", "open", "more").

Watch this video for further information: https://youtu.be/yKGBsIVSZiU.

Use toys that they need help with

Use toys that your child can not operate on their own such as: wind up toys, pop up toys, bubbles, balloons, jack in a box, spinning tops, music boxes, etc.

Watch this video for further information: https://youtu.be/KyVjZAyjKHY.

Create people games

These are games that you play together without toys, for example peek-a-boo, chasing, tickling, rough and tumble play, etc.

Establish a simple play routine and then pause and wait for them to respond.

When your child responds reward them with more of the activity

Watch this video for further information: https://youtu.be/bu2_ElaFmZ8.

Pause a familiar activity or routine

Sing a familiar interactive nursery rhyme or song such as Row Row Row the boat, Horsey horsey, Round and round the garden, This little piggy, The Grand Old Duke of York, etc. Then pause, and wait.

Look for opportunities at the park or in the garden: For example: When pushing them on a swing, catch the swing to stop it, and wait, or when on the roundabout, see-saw or slide.

Develop a play routine at bath time or during water or sand play; fill a jug and lift it up up up and then pour. Repeat the routine but pause before you pour and wait for our child to communicate. Try pausing at the end of the play routine to see if you child can request more or again

Watch this video for further information: https://youtu.be/9w7zzbF0uhw.

Use Sabotage: give all but one item

Think about routines that your child is familiar with such as snack time, toy play, leaving the house, bath time etc. Think about what you could change to create an opportunity for communication.

Give all but one item. Hold the item out of reach but in sight, and wait

For example:

Give the bubble wand, but not the bubbles.

Give the tools and cutters but not the playdoh

Give a cup but not the drink

Give road mat but not the cars

The train track but not the trains

Some paper but no pens

Their coat but no shoes

Give then the tablet but don't turn it on

Put the TV on but not one of their programmes

A battery operated toy that's turned off

Watch this video for further information: https://youtu.be/-JBxlgq1nKw.

Top tips

Introducing these new strategies may initially cause some frustration because your child is no longer getting their needs and wants met immediately and will now have to work for these. It's important to choose the right time to introduce the strategies (e.g. not when they are playing with their favourite toy/when they are tired/ hungry or frustrated).

Strategies can be introduced gradually; for example, at one point in the day initially and then build these into more activities throughout the day until it becomes part of your daily routine.

When carrying out the recommended activities, remember to:

Model: To support development; encourage family members to model requests so the child can

Return to header

# data[].attributes.attachment_link.description
Attention and Engagement is an intervention model which aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. The primary objective is that the sessions are fun and "offer an irresistible invitation to learn"!

# data[].attributes.body
The Singing Hands website www.singinghands.co.uk introduces simple Makaton that you can use along side speech to develop children's communication skills.

# data[].attributes.body
If you are concerned about your child's speech please take them to The Family Hub at Norfolk Lodge on a Thursday between 10am and 12pm.

# data[].attributes.attachment_link.title
Drop in sessions :: Lincolnshire Children’s Therapy Services

# data[].attributes.attachment_link.description
If you have a child aged 4 years or under and are concerned about their speech, language and communication development, you can now attend one of ten drop-in sessions located weekly at 10 children’s centres designated as Family Hubs across Lincolnshire. No referral is necessary.

# data[].attributes.body
This organisation is free to join and has many valuable workshops that parents can attend. Events

# data[].attributes.attachment_link.description
Lincolnshire Parent Carer Forum is the official independent parent carer forum in Lincolnshire, seeking to represent parents and carers of children with disabilities and Special Educational Needs (SEN).

# data[].attributes.body
The Working Together Team (WTT is a National Autistic Society Beacon Status Accredited Service. They provide specialist support to ensure autistic children & young people thrive through collaborative working with families and professionals.

# data[].attributes.attachment_link.readable_text
Please see our homepage or go via FAQs - Upcoming events for more information on the training events and links to book.

WTT support for Lincolnshire mainstream settings and individual children/young people through working with those settings, is via the WTT Ladder. Please see the attachment below for more information on the Ladder.

# data[].attributes.attachment_link.description
Please see our homepage or go via FAQs - Upcoming events for more information on the training events and links to book. WTT support for Lincolnshire mainstream settings and individual children/young people through working with those settings, is via the WTT Ladder. Please see the attachment below for more information on the Ladder.

# data[].attributes.body
We held our first SEND Coffee Morning for parents of children with special educational needs and/ or disabilities on the 10th of October. We had representatives from the Lincolnshire Parent Carer Forum as well as Ellie Ozenbrook who introduced her new role as a SEND Effectiveness Advisor. Our next meeting is planned for December. Dates to be confirmed soon.

# data[].attributes.body
This graph explains the our SEND journey for children that we share with parents and carers to ensure the right support is put in place at the right time for the young children in our care.

# data[].attributes.body
We have an Incredible Years Programme Coffee Morning on 16tlh of December at 9.30am at school. The Programme will then start in January at Fishtoft Children's Centre. Please let me know if you are interested.

# data[].attributes.attachment_link.title
POSTER - A4 - FAMILY HUB - INCREDIBLE YEARS TODDLER

# data[].attributes.body
This site has lots of ideas for you to try with your children at home.

# data[].attributes.attachment_link.description
Simple, fun activities for kids, from newborn to five years old Children take everything in. They love it when you…

# data[].attributes.body
This is a very informative document for parents with effective strategies to support children with Autism in the early years.

# data[].attributes.body
This is a really good website where parents can download a document called Right from the Start to support their understanding of autism and how it presents in young children.

# data[].attributes.attachment_link.description
Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

# data[].attributes.headline
We are Contact, the charity for families with disabled children

# data[].attributes.subject
We are Contact, the charity for families with disabled children

# data[].attributes.body
Ellie our SEND Effectiveness Advisor shared information about Contact at our SEND Coffee morning on 05/12/2025

# data[].attributes.attachment_link.description
We run a range of fun workshops, information sessions and online events, where you can meet families like yours.

# data[].attributes.body
Families can borrow lots of exciting items from the Sensory Library which can be delivered to your homes and then collected.

# data[].attributes.attachment_link.title
Linkage Sensory Library | Sensory Outreach Programme | Linkage Community Trust

# data[].attributes.attachment_link.description
The Linkage Sensory Library is a collection of sensory equipment available to borrow.

# data[].attributes.body
Families can borrow lots of wonderful resources from the Lending Library at Norfolk Lodge. Please have a look at the list of items that are avilable.

# data[].attributes.attachment_link.readable_text
The Lending Library offers a range of resources available for loan to support early bonding and attachment, while supporting your child's development and establishing routines.

This is a free service for parents and carers from pregnancy and children from birth to 5 years as well as Early Years Professionals to access.

You can loan up to three items at a time, for a maximum of two weeks. This can be extended on request, dependent on availability.

Types of resources
How to request a loan
Select your preferred Lending Library from the list below. Complete the request form with your contact details, chosen collection centre, loan period and the items requested.

You will then be contacted by the Children's Centre directly within one to two working days, to confirm your request.

Please be aware availability of items may be subject to change.

# data[].attributes.attachment_link.title
Lending Library - Lincolnshire County Council

# data[].attributes.attachment_link.description
The Lending Library offers a range of resources available for loan to support early bonding and attachment, while supporting your child's development and establishing routines.

# data[].attributes.body
This a very useful book to support toilet training with children with autism.

# data[].attributes.attachment_caption
We have our next Coffee Morning arranged for Friday 5th of December at 11am. Please come and join us we would love to see you.

# data[].attributes.body
This has been arranged for Friday 6th of February 2026. Please let me know if there is a subject that you would like me to discuss.

# data[].attributes.body
Linkage has a large collection of sensory items that you can borrow in the home.

# data[].attributes.attachment_link.title
Linkage Sensory Library | Sensory Outreach Programme | Linkage Community Trust

# data[].attributes.attachment_link.description
The Linkage Sensory Library is a collection of sensory equipment available to borrow.

# data[].attributes.body
If your child is neurodiverse – perhaps they have autism or struggle with hypersensitivity in some form – then we know that convincing them to try new foods, particularly veg, fruit & beans, can present challenges.

# data[].attributes.attachment_link.description
If your family includes a child with neurodiversity trying new veg can be a struggle! Expert David Rex shares his top tips to make it easier.

# data[].attributes.body
The Council for Disabled Children has some free training that parents are able to access.

# data[].attributes.body
Learn About Autistic Play Patterns

# data[].attributes.attachment_link.title
Supporting Play Patterns Guidance (Final)

# data[].attributes.attachment_caption
If you follow this link there is an introduction on You Tube to this resource

# data[].attributes.attachment_link.readable_text
Autistic play patterns describe the many meaningful ways autistic children may explore, engage with, and make sense of the world through play. Rather than viewing play through a single developmental pathway, this work recognises that autistic play is often rich, intentional, and deeply communicative, even when it looks different from expected or typical forms of play.

These patterns move away from deficit-based interpretations of play and instead offer a strengths-led, neurodiversity-affirming lens.

Autistic Play Patterns are not stages, milestones, or skills to be taught or progressed through. Children may move between patterns, explore several at once, or return to the same pattern over time. The focus is not on changing how a child plays, but on understanding, valuing, and supporting play as it naturally unfolds.

You can read more about Autistic Play Patterns by accessing our Autistic Play Guidance below:

# data[].attributes.attachment_link.description
Autistic play patterns describe the many meaningful ways autistic children may explore, engage with, and make sense of the world through play. Rather than viewing play through a single developmental pathway, this work recognises that autistic play is often rich, intentional, and deeply communicative, even when it looks different from expected or typical forms of play.

# data[].attributes.headline
Using Symbols to Help Children Experience Joy.

# data[].attributes.subject
Using Symbols to Help Children Experience Joy.

# data[].attributes.body
This video shows how visuals can be used to help children understand what is going to happen. When children feel understood belonging will follow. Using visuals can reduce anxiety for children.

# data[].attributes.headline
IPSEA Support Families with the Laws Around SEND

# data[].attributes.subject
IPSEA Support Families with the Laws Around SEND

# data[].attributes.body
IPSEA are an Independent Provider of Special Education Advice

# data[].attributes.attachment_link.provider_name
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.title
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.description
IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

# data[].attributes.headline
Key Makaton Symbols used at Boston Nursery School

# data[].attributes.subject
Key Makaton Symbols used at Boston Nursery School

# data[].attributes.body
Here are some key Makaton symbols that we use to support children's communication at school. We have copies of these for you to take home at school. Please just ask.

# data[].attributes.headline
Makaton Signs that we use at Boston Nursery School

# data[].attributes.subject
Makaton Signs that we use at Boston Nursery School

# data[].attributes.body
Here are the Makaton signs that accompany the videos. Please see the video below with Lucy to help you practise these signs.

# data[].attributes.body
In this video Lucy will demonstrate some of the Makaton signs that we use at Boston Nursery School

# data[].attributes.body
Our next SEND Coffee Morning is on Friday 27th of March. Please come along it would be lovely to see you.

# data[].attributes.body
Our next Coffee Morning will be Friday 22nd of May at 11am. Tim Beyer from the Virtual Autism Hub will be attending will Ellie Ozenbrook our SEND Effectiveness Advisor.

# data[].attributes.body
Lincolnshire’s Virtual Autism Hub is a new source of autism support.

Our service is for non-clinical autism enquiries. We’re here to empower autistic people and their parents/carers. We will work closely with community groups and service providers.

# data[].attributes.attachment_link.title
Virtual Autism Hub :: Lincolnshire Partnership NHS Trust

# data[].attributes.attachment_link.description
The Virtual Autism Hub is an innovative source of all age autism support to empower autistic people and their parents/carers. We work closely with community groups and organisations to strengthen support for autistic adults, children and young people and parent/carers, increasing the range, breadth and reach of these groups.

# data[].attributes.body
Tim Beyer from the Virtual Autism Hub visited school on the 22nd of May. They can offer support or advice for families on autism and help you to access other services and local support.

# data[].attributes.attachment_link.description
The Virtual Autism Hub is an innovative source of all age autism support to empower autistic people and their parents/carers. We work closely with community groups and organisations to strengthen support for autistic adults, children and young people and parent/carers, increasing the range, breadth and reach of these groups.