HOW I GROW UP AND DEVELOP
WHAT I NEED
FROM PEOPLE WHO LOOK AFTER ME
MY WIDER WORLD
SUPPORT
THE HEALTH VISITING PATHWAY
ANTENATAL CONTACT
NHS EDUCATION FOR SCOTLAND
SPEECH, LANGUAGE AND COMMUNICATION
GIVING CHILDREN THE BEST POSSIBLE START IN LIFE
AN INFANT’S LANGUAGE AND COMMUNICATION DEVELOPMENT BEGINS IN THE WOMB. THEY CAN:
Begin absorbing language.
Respond to and develop preferences for music in the womb.
Recognise/show a preference for parent voices from 16 weeks (mother) and from 20 weeks (father).
Respond to the rhythm of singing and being read to from 24 weeks.
Tell the difference between their mother’s language and a foreign language.
SPEECH, LANGUAGE AND COMMUNICATION DEVELOPMENT KEY
Many skills which contribute to the development of speech, language and communication are practised before the baby is born, for example:
- hearing and listening
- movement
- touch
- memory
- the ability to practice 'silent crying'
- sucking
PROMOTING INTERACTION
- Communicating with a baby in the womb is important and helps attachment and bonding. It allows the infant to recognise familiar voices.
OPPORTUNITIES
- Reading stories, singing and playing music to a baby in the womb can develop their listening skills before birth
ENVIRONMENT
- Babies in the womb can sense their mother’s emotions so trying to control stress levels and taking time to relax is important.
Parents’ own Speech, Language and Communication competence may affect their ability to interact positively and establish good relationships with their child.
Parenting across Scotland 2012
Women from vulnerable groups are less likely to access antenatal services and other sources of support before and during pregnancy.
Growing up in Scotland 2011
Growing up in Scotland (2015) states that the role of the health visitor in providing one to one advice and support to parents, should be central in the efforts to tackle inequalities in the early years. Below are some suggested ways of supporting parents:
- Some parents feel embarrassed or awkward talking to their bump – explain this is normal and some parents choose special quiet times to give it a try
- Interpreter Services: Women and families from minority ethnic groups may require assistance with communication through the provision of interpreting and translated written resources.
- Communication accessible information: The provision of written resources is useful to complement effective communication between the professional and the parent, however we know that health illiteracy is a significant public health concern in Scotland. It may be more appropriate to consider other materials which may be available through local health resource libraries and/or individual support such as the advice provided by the Universal Pathway Toolkit.
- Check directly with person how best to meet their needs and their preferred method of communication.
- Check understanding using 'Teach Back' a simple technique for confirming that people have understood what has been said;
- Chunk and check: break what you need to discuss into small chunks, and check understanding using teach-back before continuing.
- Use pictures: draw or show a picture to help convey a complex concept or body part. Drawings to explain communication development can be found on the bumps to bairns website.
- Use simple language: avoid jargon and use language that is easy for the person in front of you to understand, both when you speak to them and in any written information you provide.
- Literacy awareness: routinely ask people if they would like help in filling out forms.
NHS Education for Scotland
102 Westport
Edinburgh
EH3 9DN
www.nes.scot.nhs.uk
OTHER LINKS
- NES website
- The Portal
© NHS Education for Scotland 2018. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.