Blanden J (2006) Bucking the Trend – What enables those who are disadvantaged in childhood to succeed later in life? London: Department for Work and Pensions
Blaisdell C, Mountney K, McNair L. 2014 , Transition to primary school: What factors affect children’s transition to primary school, and are there factors which mean that some children manage better than others? What can help in managing transitions, and what are the barriers for services and families? Edinburgh: Evidence Request Bank
Buckley, B. 2003. Children’s communication skills from birth to five years. London: Routledge
Law J, McBean K, Rush R. 2011. Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, Vol. 46, No 6, pp 657 – 664
Sharma A., Cockerhill H. 2014. Mary Sheridan’s From Birth to Five Years: Children’s Developmental Progress. 4th Edn. London: Routledge
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HOW I GROW UP AND DEVELOP
Longer words may still be shortened.
Certain sounds eg ‘r’ ‘th’ are still developing.
Using a fuller range of speech sounds and their speech is becoming clearer. however, the speech sound system and clarity is still developing at this stage.
Child’s speech can be understood by most people.
Can use complex sentences.
Sentences generally grammatically correct.
Can plan, question, negotiate, predict and reason.
A vocabulary of 3000 - 5000 words.
By 5 years a child can tell a story with a beginning, middle and end.
Can show good conversational understanding.
Can show an understanding of concepts such as size, colour and position.
Understands questions relating to past experiences.
Follows complex instructions.
Beginning to predict what might happen next.
Shows abstract understanding and uses language to talk about things beyond the immediate situation.
Understands past and future time concepts.
Attends to activities with other children in a small group.
Can attend to activities for around 10 - 15 minutes.
Can take part in a conversation with adults or other children.
Will take part in a sequence of pretend play and will make use of language as a commentary to this.
Will react to other people’s facial expressions and feelings.
Is beginning to use language in different ways eg to relate past events as well as to comment, name or ask questions in relation to the here and now.
Increasingly able to interact appropriately with a range of people. Starts to change the style of interaction depending on the situation.
SPEECH, LANGUAGE AND COMMUNICATION KEY
LOOK OUT FOR
WHAT I NEED
MY WIDER WORLD
Communication capacity underpins realisation of wellbeing (SHANARRI)
Effective communication is vital in supporting informed choice: supporting children, young people and families in understanding what help is possible and what their choices may be
Pre-school into primary transitions are critical times of change for children and their families. Transitions can be particularly challenging for children and their families with Speech, Language and Communication Needs.
In some areas, particularly areas of social deprivation, between 40 and 50% of children are starting school with delayed language. (Law et al 2011)
Vocabulary at age five has been found to be the best predictor (from a range of measures at age five and ten) of whether children who experienced social deprivation in childhood were able to ‘buck the trend’ and escape poverty in later adult life. (Blanden 2006).
Health Visitors and Family Nurses play a key role in prevention and early identification of Speech, Language and Communication Needs. Below are some suggested ways of supporting families and signposting them to relevant support services: