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  The link between  language and behaviour

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  The link between  language and behaviour

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Click the video below to find out more

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          Supporting development of abstract and higher level language

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          Supporting development of abstract and higher level language

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Please click on the information below for ways to support development of
abstract and higher level language in this age group.

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                       Levels of Understanding and Abstract Language

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                       Levels of Understanding and Abstract Language

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By 5 typically developing children are starting to develop their understanding of more abstract language and beginning to use verbal reasoning these abilities help them participate and engage in learning within the classroom and to continue to develop social skills.  Children in this age group should be using their own experience to think about past and future events , sequence and tell stories , predicting what others may say , feel or do.

It is important to know  which level of understanding your child is on to help explain things to them and support their on going development . Please click on the information below to see more information.

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                      What can I do to help?

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                      What can I do to help?

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Use short simple sentences;

Break down longer sentences into chunks e.g. instead of  saying ‘after you’ve hung your coat on the peg go and put your lunch box away and then come and sit on the carpet’ Then say ‘hang your coat up. Put your lunch away. Sit on the carpet’.

This also simplifies the vocabulary, removing the concept words (after, then) which the child may also have difficulty understanding.

Repeat key words in the sentence e.g. for the instructions above ‘Coat. Lunch. Carpet’.

adjust your level of language to the ir level of understanding (see info on  abstract language and levels of understanding)

Allow extra time for the child to process information

Check the child has understood by asking them to repeat back what they’ve heard

Teach new concepts words that will be used in class to allow the child to better access the whole class teaching

Check the child has understood by asking them to repeat back what they’ve heard

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                                                   Understanding Language

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                                                   Understanding Language

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Children may have difficulty understanding spoken language both at home and in the class.

Things to look for ;

Difficulty following instructions, they may appear to understand but carry out  either half the instruction or  not at all. They may become angry if questioned why they didn't do what you asked.  (processing and sequencing instructions  may be difficult to follow especially if given quickly)

When you or others are talking or sharing stories they may rarely ask questions or comment and appear disinterested or distracted .   (Children may withdraw or tune out if they don't understand)

They may consistently misunderstand what you have  asked or said and respond with an unrelated  answer or by repeating what you  have said.  (Children with  difficulties may struggle to connect  words and ideas to find meaning)

They may be a few seconds behind other children when following instructions. (They may w atch other children in the classroom to help them understand what is expected of them ) .

They may be able to read the words on a page but demonstrate limited understanding  of what  the words  mean  (They can  decode the  letters into words  but not get the gist of the story).

They may have difficulty remembering things.

When talking they may have developed strategies for when they are finding something difficult e.g. may change the topic  or to end the conversation to try and hide that they’ve not understood.