Dealing with communication and language difficulties in the early years

Communication and language are fundamental skills that children need to develop early in life. These skills are critical for personal, social, and academic growth. Unfortunately, some children face difficulties in these areas, which can significantly impact their development.

In this blog, Anna delves into how early years practitioners can effectively address communication and language difficulties, ensuring that every child gets the best start in life.

Key facts and statistics

According to the Royal College of Speech and Language Therapists, up to 10% of children have long-term speech, language, and communication needs (SLCN).
The Department for Education (DfE) states that early identification and intervention can significantly improve outcomes for children with SLCN.
Research by the Education Endowment Foundation indicates that children with poor language skills at age five are six times less likely to reach the expected standard in English at age 11.

Key definitions

Communication - The process by which information is exchanged between individuals through a common system of symbols, signs, or behaviour.
Language - A structured system of communication used by humans, including spoken, written, and signed forms.
Speech, Language, and Communication Needs (SLCN) - A term encompassing a wide range of difficulties related to communication and language, including problems with speech sounds, understanding and using language, and social communication skills.

Best practice for implementation of relevant legislation and regulations

The Special Educational Needs and Disability (SEND) Code of Practice (2015) provides statutory guidance for organisations working with children and young people who have SEN or disabilities. It highlights the importance of early identification and intervention for children with SLCN. The Early Years Foundation Stage (EYFS) framework also emphasises the need for a strong focus on communication and language development from birth to age five.

Identifying communication and language difficulties

Observations and assessments

Early years practitioners should be vigilant in observing children's communication and language skills. Regular assessments, such as the Early Language Identification Measure (ELIM), can help identify children who may need additional support.

Collaboration with specialists

Working closely with speech and language therapists (SLTs) and other specialists ensures that children receive the appropriate interventions tailored to their specific needs.

Strategies for supporting children with communication and language difficulties

Creating a language-rich environment

Interactive reading - Regularly reading stories and engaging children in discussions about the content helps enhance vocabulary and comprehension skills.
Modelling language - Practitioners should model correct language use, providing clear examples for children to emulate.

Implementing structured interventions

Individualised Learning Plans (ILPs) - Tailoring interventions to meet the specific needs of each child can significantly improve their communication and language skills.
Small group activities - Activities that encourage interaction and communication among peers can help children practice and develop their language skills in a supportive environment.

Using Augmentative and Alternative Communication (AAC) methods

For children with severe communication difficulties, AAC methods, such as picture exchange communication systems (PECS) or speech-generating devices, can be invaluable tools.

Training and professional development for practitioners

Mandatory training

All early years practitioners should receive training on identifying and supporting children with SLCN. This includes understanding the legal requirements under the SEND Code of Practice and the EYFS framework.

Continuing Professional Development (CPD)

Ongoing CPD opportunities, such as workshops and courses on the latest research and strategies for supporting communication and language development, ensure that practitioners remain equipped to meet the needs of all children.

Click here to enrol on our CPD-accredited early years training programme and stay on top of your professional development.

Recommendations

Early identification - Practitioners should be proactive in identifying communication and language difficulties as early as possible.
Collaboration - Close collaboration with families, SLTs, and other professionals is essential for providing comprehensive support.
Environment - Creating a language-rich environment is crucial for fostering communication and language development.
Training - Regular training and CPD for practitioners are necessary to keep up with best practices and new developments in the field.

Conclusion

Addressing communication and language difficulties in the early years is essential for ensuring that every child has the opportunity to reach their full potential. By implementing best practices, working collaboratively with specialists, and investing in continuous professional development, early years practitioners can make a significant difference in the lives of children with SLCN.

Click here for more information on how to ensure compliance with the latest legislation and regulations, and to access comprehensive training and resources, consider using ComplyPlus™. Our software and training solutions are designed to support childcare and early years providers in maintaining the highest standards of care and education.

About the author

Anna Nova Galeon

Anna, our wordsmith extraordinaire, plays a pivotal role in quality assurance. She collaborates seamlessly with subject matter experts and marketers to meet stringent quality standards. Her linguistic precision and meticulous attention to detail elevate our content, ensuring prominence, clarity, and alignment with global quality benchmarks.