`This book is highly recommended for all practitioners interested in improving their practice in developing young children's communication and language. The ability to print material form the CD-Rom enables the information to be accessed by practitioners working with children of different ages in different rooms in a setting' - Early Years Update
`A very clear and easy to read style of text...This book has a common sense approach to good practice. I thoroughly recommend this book to anyone wishing to develop this area of childminding work' - National Childminding Association
`An excellent resource for all those working with young children...the ideas are tried and tested, user-friendly and research-based, and can be trusted and implemented with ease' - Early Years Educator
`This book will be an invaluable support: a treasure-chest of superb resources, materials, ideas and suggestions for the busy early years practitioner who is keen to develop the language of the children in their care. The CD-ROM will save some of that precious time we all strive to expand, and the practical strategies offered will be a boon to practice in the setting' - Collette Drifte
Looking for advice on how to develop communication and language skills in the pre-school?
Packed with helpful advice on supporting and developing the crucial language and communication skills of the children in your early years setting, this book provides clear guidance on appropriate expectations for each age group between birth to five.
The book includes:
- advice on how to support language development in all children, including those with special educational needs
- practical ideas and strategies for practitioners and parents
- guidance on when to seek advice and working with other professionals
- activities and case studies
- a CD Rom with useful photocopiable resources.
This book is ideal for all those working with the 0 to 5 age range, such as pre-school practitioners, nursery managers, advisory teachers, SENCOs, Inclusion Officers and Child Care and Education students and tutors.
Chris Dukes and Maggie Smith are both Area SENCOs who work closely with pre-school SENCOs and Managers on a daily basis.
Chris Dukes is a qualified teacher with over 20 years' experience. She has worked in various London primary schools as a class teacher and also as a member of the Senior Management Team. Chris has a Master's degree in Special Needs and through her later role as a Special Needs Co-ordinator and Support Teacher, many years' experience of working with children with additional needs. Chris has worked closely, mentoring, advising and supervising staff teams to work with young children as well as with other education and health professionals. She currently works part time as an Area SENCO supporting Special Needs Co-ordinators and managers in a range of early year's settings. Chris is also one half of 'earlymatters' training and consultancy, is co-author of the Hands on Guides series of books and writes for various early years' publications. Maggie Smith began her career as a nursery teacher in Birmingham. She has worked as a peripatetic teacher for an under-5's EAL Team and went on to become the Foundation Stage manager of an Early Years Unit in inner London. Maggie helped to set up an innovative unit for young children with behavioural difficulties and has also worked supporting families of children with special needs. She has taught on Early Years BTEC and CACHE courses at a college of higher education. Maggie currently works part time as an Area SENCO supporting Special Needs Co-ordinators and managers in a range of early year's settings. She is also one half of 'earlymatters' training and consultancy, is co-author of the Hands on Guides series of books and writes for various early years' publications.
1. Getting Started : People, places, play and planning 2. Babies 0 - 11 months 3. Babies and toddlers 8 - 20 months 4. Toddlers 16 - 26 months 5. Toddlers and children 22 - 36 months 6. Children 30 - 50 months 7. Children 40 - 60 months 8. Working with young Bilingual children 9. Creating language Opportunities 10. Meeting Individual Needs