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Nursery Clusters. Every child talking. Supporting speech, language and communication skills Nursery Clusters. Cluster 3 Expressive Language. Objectives. To share information on the development of : Expressive Language

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Presentation Transcript
slide1

Nursery Clusters

Every child

talking

slide2

Supporting speech, language and communication skills

Nursery Clusters

Cluster 3

Expressive Language

objectives
Objectives
  • To share information on the development of :
  • Expressive Language
  • To explore how we support development of these language skills in Nursery
expressive language
Expressive Language

speech

phonological

awareness

vocabulary

grammar

narrative

vocabulary
Object names (Nouns)

Action names (Verbs)

Adjectives (Adjectives)

Requires semantic (meanings) and phonological (sounds) knowledge

Vocabulary
slide6
Vocabulary size at age 6 = 10 000 – 14 000
  • Learn 6 new words/day from 18mths – 6 yrs
  • Storage
    • Word meanings
    • Sounds in words
    • Associated information
slide7

Vocabulary is often used to judge intelligence.

"I don't like country music, but I don't mean to denigrate those who do.

And for the people who like country music,

denigrate means ‘put down’."

how do we learn words
How do we learn words?
  • Attention and Listening
  • Auditory Memory
  • Must be heard in context (10 – 20 times)
  • Associations and connections
  • Must use it

NOUNS

ADJECTIVES

VERBS

strategies for supporting vocabulary
Strategies for supporting vocabulary
  • In context:
    • Repeat
    • Explain
    • Encourage child to say
    • Use vocabulary wheel
activities for developing vocabulary
Activities for developing vocabulary
  • Categorising games
  • Describing games
  • Guessing games
  • Odd one out
  • Allow opportunities for lots of repetition of vocabulary and consolidate storage and retrieval
slide13

Grammar

  • Involves sentence building and grammatical markers including:
  • Pronouns
  • Verb tenses
  • Word order
  • Plurals
  • Possessives
slide14

I drawed a picture

hims got my car

skills required for narrative
Skills required for narrative
  • Recall of event
  • Vocabulary
  • Sequencing
  • Sentence building
  • Social skills
phonological awareness
Phonological awareness
  • awareness of the sound structure, of language
  • ability to manipulate the sound structure
  • a strong predictor of reading success
  • a listening skill that does not involve print.

.

slide18

Why is Phonological Awareness Important?

“The phonological awareness performance of pre-school children may be a better predictor of reading and spelling development

than variables such as: intelligence scores,

age, socio-economic status

or vocabulary development”

Bryant et al (1989)

steady beat
Steady Beat
  • Children with good mastery of steady beat are much more likely to do well at reading and writing
    • Maintaining a steady beat
    • Repeating rhythms using clapping/instruments/voices
    • Songs with rhythm and rhyme
concept of a word
Concept of a word
  • Real object
  • Children make up the phrase
  • Start with two word phrases
  • e.g. big car
slide21

Syllable Awareness

  • Syllable segmentation:
  • Fun
  • Modelled incidentally throughout the year
the importance of rhyme
The Importance of Rhyme

Repetitive patterned language is ideal for tuning

a young child’s ears into thesounds of speech

rhyme
Rhyme

Hearing rhyme doesn’t come naturally to some children.

Lots of repetition is necessary.

slide26

Rhyme Awareness

  • Exposure to Rhyme
  • Concept of Rhyme
  • Rhyme Completion
  • Rhyme Judgement
  • Rhyme Sort
  • Rhyme Odd One Out
  • Rhyme Production
articulation
Articulation

The physiological movements involved in modifying airflow, to produce the various speech sounds.

Phonology

The way sounds are stored and organised in the mind.

The relationship between articulation and phonology is complex, both are important in speech production.

articulation29
Articulation
  • The place of articulation is the point of contact, where an obstruction occurs in the vocal tract between an active (moving) articulator (typically some part of the tongue) and a passive (stationary) articulator (typically some part of the mouth).
development of articulation
Development of Articulation

Articulation skills develop as a child gradually learns to control the movements of the tongue, lips, jaw and soft palate and coordinate these movements with the production of an air stream.

By 4, the physical ability to control these movements should be almost 100% except for ‘r’ and ‘th’.

phonology
Phonology

The way sounds are stored and organised in the mind.

STORAGE

INPUT

OUTPUT

slide32

Phonology

All children make predictable pronunciation ‘errors’ when they are learning to talk like adults. These 'errors' are called phonological processes.

Phonological processes are a common and predictable part of phonological development often mistaken as simple pronunciation errors.

Phonological processes have usually 'gone' by the time a child is five years of age.

slide33

Examples of Phonological Processes

  • Reduplication: daddy – dada, water – wawa
  • Fronting: car – tar, get – det
  • Stopping: zoo –doo, Jane – dane
  • Voicing: cup – gup, pear – bear
  • Final Consonant Deletion: nice – nie, bag -ba
slide35

Attention and Listening

Hearing

Modelling

Auditory Memory

helping with speech sounds
Helping with speech sounds

Ensure the child feels communication success

Check hearing, listening and auditory memory skills

Model - Don’t correct

Assist effective storage memory

phonological awareness

Check if attending SLT

slide37

Language learning does not happen in isolation,

it takes place within meaningful everyday interactions

with adults and peers.

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