# data[].attributes.attachment_link.title
Sharing attention in multi-lingual settings

# data[].attributes.attachment_link.title
Share attention in inclusive environments

# data[].attributes.attachment_link.readable_text
Hi my name is Dorota and my husband is Nigel. We have a daughter who is 2 years and 8 months old and her name is Joules.

Before we had Joules, I searched everywhere. I couldn't find any Polish groups. So I decided to approach a children's centre and we created a Polish group.

I always wanted to raise Joules speaking to children who speak Polish and it's much easier to learn a language when you are connected to the culture. So I thought of the group as being the base for her to see the other children getting to know each other and playing together.

For Joules, it's very amazing to have so many new aunties (ciocie) who she can speak to and she can be part of this huge family, which I tried to create. We have a parachute, which we play peek-a-boo with. We have some puppets and Polish short rhymes.

I love seeing how children get excited about our group and I feel that they are really looking forward to having the time when their favourite song comes out.

I think nothing can be done if it's not natural to the parent. I really wanted to give her the opportunity to be part of my culture. It's so important for children's development to be part of who their parents are.

# data[].attributes.attachment_link.title
How second language play groups can help children to learn

# data[].attributes.attachment_link.description
Dorota explains how starting a Polish-language parent and baby group has helped her daughter and others.

# data[].attributes.attachment_link.title
How to help a child with sight loss communicate

# data[].attributes.attachment_link.description
It can be very difficult, or impossible, for children with sight loss to pick up on mouth movements and facial expressions. They might also struggle to connect words to particular objects.

# data[].attributes.attachment_link.title
Everything to Play For — Raising the Nation Play Commission

# data[].attributes.attachment_link.readable_text
This is an internal group to discuss and action change on equality, diversity, accessibility and inclusion within nasen. It's a safe space for nasen and Whole School SEND (WSS) colleagues to talk about their experiences of equality and diversity, and to identify solutions to take forward to senior leaders and trustees.

We meet once a quarter and have an Action Group, with one representative from each team in nasen, which meets once a month to follow up on actions we have agreed on. In recent months, we have advocated for several proposals both small and large-scale. For example, we recently suggested changes to email signatures to include pronouns and other identifiers people wish to disclose and have produced a draft of an internal equality and diversity monitoring form which we hope will produce a baseline of data on our inclusivity.

If anyone is interested in what we do and would like to find out more, please email Annabel annabelb@nasen.org.uk or Harriet harrieth@nasen.org.uk.

# data[].attributes.attachment_link.description
This is an internal group to discuss and action change on equality, diversity, accessibility and inclusion within nasen. It's a safe space for nasen and Whole School SEND (WSS) colleagues to talk about their experiences of equality and diversity, and to identify solutions to take forward to senior leaders and trustees.

# data[].attributes.attachment_link.title
High quality interactions in the Early Years - The ShREC approach

# data[].attributes.headline
Evidence review that underpins the ShREC Approach 

# data[].attributes.subject
Evidence review that underpins the ShREC Approach 

# data[].attributes.attachment_link.readable_text
Dorota

My name is Dorota, this is Nigel, and our daughter...

Joules

Joules.

Dorota

Before Jules was born we decided that I will speak only Polish to her and between us we speak English and Nigel speaks English only to Joules.

She's definitely switching from language to language. When she plays with you, she will chat in English and when she plays with me, she then chats in Polish.

Nigel

I think she just constantly wants the interaction, you know... because I think she wants her mind to be challenged.

She's never spoken to me in Polish, whereas you have. You've made that mistake.

Dorota

Oh yes.

Nigel

You look at me and talk like a full sentence. Whereas Joules seems to naturally know because she has known it for the whole of her life.

I think their brains are more switched on because they're constantly processing languages. So I wish that I did the same when I was that age. Most children, if they've got that... ability or that opportunity. Then every parent, they should try and do it really.

# data[].attributes.attachment_link.description
Dorota and Nigel explain how they balance talking both Polish and English at home.

# data[].attributes.attachment_link.title
How to help a child with hearing loss communicate

# data[].attributes.attachment_link.description
If your child has hearing loss, you might be wondering how you can support their speech and language as they grow.

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.readable_text
Skip to content

Our guide to the typical stages of speech and language development in babies, children, and young people to help educators and professionals.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help a child learn to talk and understand words.

Our progress checker is based on what we know about how babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

# data[].attributes.attachment_link.description
Our guide to the typical stages of speech and language development in babies, children, and young people to help educators and professionals.

# data[].attributes.body
You can also find it here under printable resources: Resources and Reading – Sheringham Nursery

# data[].attributes.attachment_link.title
How to support a child with sensory processing difficulties

# data[].attributes.attachment_link.description
Sensory processing differences affect the way the brain processes signals from the senses. This can have an impact on your child’s speech and language development.

# data[].attributes.attachment_link.title
How to support the speech and language of a child with limited motor skills

# data[].attributes.attachment_link.description
It can be surprising to learn that your child’s limited motor skills can affect their speech and language.

# data[].attributes.attachment_link.title
How babies use actions & gestures to communicate

# data[].attributes.attachment_link.description
Speech and language therapist Alys Mathers talks about finding new ways to communicate through Makaton, body language and gestures for children with additional needs.

# data[].attributes.attachment_link.title
Baby Sign and Communication: How to use objects, pictures and signs to help babies’ communication

# data[].attributes.attachment_link.description
A Speech & Language Therapist’s expert advice on using makaton, PECs and other alternative modes of communication to help children’s early language skills.

# data[].attributes.headline
ShREC Approach - a one page guide for agency staff  

# data[].attributes.subject
ShREC Approach - a one page guide for agency staff  

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.readable_text
One of the most essential experiences in shaping the architecture of the developing brain is " serve and return " interaction between children and significant adults in their lives. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. This back-and-forth process is fundamental to the wiring of the brain, especially in the earliest years.

This video is from Three Core Concepts in Early Development, a three-part video series from the Center and the National Scientific Council on the Developing Child.

# data[].attributes.attachment_link.title
Serve and Return Interaction Shapes Brain Circuitry

# data[].attributes.attachment_link.description
This 2-minute video explains why "serve and return" interaction between children and significant adults in their lives is one of the most essential experiences in shaping the architecture of the developing brain.

# data[].attributes.attachment_link.title
Bilingualism – clinical information for SLTs | RCSLT

# data[].attributes.attachment_link.description
Learn more about bilingualism and speech and language therapy, including resources on cultural competence for speech and language therapists.

# data[].attributes.attachment_link.title
The ShREC Approach: A set of evidence-informed strategies to support brain building back and forth interactions

# data[].attributes.headline
Evaluation - Please complete if you are using this padlet!

# data[].attributes.subject
Evaluation - Please complete if you are using this padlet!

# data[].attributes.attachment_link.title
A Brighter Start: East London’s Stronger Practice Hub Feedback Form

# data[].attributes.attachment_link.description
Thank you for attending our network meeting/event. We hope you found the session useful. We would appreciate any feedback or suggestion to help us with future events.

# data[].attributes.attachment_link.description
What does bilingualism do to the brain? Are there benefits to being bilingual? Turns out there are some surprising upsides.