PACEY's blog - food for thought

Reasons to be verbal: the ‘what’ and ‘how’ of learning verbs

Last week I overheard an early years professional talking to a colleague about ‘active thinking’. I wasn’t part of the conversation so didn’t ask for clarification but, as ever, my own brain got to thinking what active thinking might mean and what it might include. 

13/02/2019

Posted by Jon Gilmartin, speech and language advisor, ICAN | with 0 comments

Life, Luck and Language

During the Christmas period, I happened to be travelling on public transport. I observed a boy of about 4 years old who persevered in engaging with an adult in conversation where the adult clearly did not want to converse. The big question in my head was and still is: what made him keep trying?

23/01/2019

Posted by Jon Gilmartin, speech and language advisor, ICAN | with 0 comments

Tongues, tonsils and tinsel! Singing our way through Christmas

As the twinkling lights come on across towns and cities, the festive season is upon us. With it comes yet another opportunity to get our tinsel untangled and our tonsils tuned, ready to sing!

13/12/2018

Posted by Jon Gilmartin, speech and language advisor, ICAN | with 0 comments

How are music and language linked?

Developments in neuroscience have enabled researchers to discover that we use the same regions of our brains to process aspects of music and language. This blog explores more about how music links with language development and how we as practitioners can support this.

 

06/07/2017

Posted by Amanda Baxter, I CAN Communication Advisor | with 0 comments

Signs to support all children

Childminder Jude uses British Sign Language as part of Sign Supported Speech in her setting to aid all children's development.

04/05/2016

Posted by Jude Henson, Childminder | with 0 comments

Getting 2 year olds talking: how practitioners can use resources to support working with parents

A recent survey from Save the Children, as part of the Read On. Get On campaign found that:

  • Only 27% of parents accurately knew how many words their child should know at 2½ years.
  • A quarter of parents do not feel confident that they know what to expect from children’s language at 5 years.
  • Only a third (36%) of parents feel they have had all the support and advice they need to support their child’s early learning, including speech and language development.

This makes it clear - parents don’t have enough information, and they would like support and advice about children's speech, language and communication development and how they can help.

27/04/2016

Posted by Amanda Baxter - I CAN | with 0 comments

From blowing raspberries to kicking k - how children learn to make speech sounds

Learning how to make the sounds we use for speech requires physical co-ordination and motor planning skills. In this blog we’re going to look at how we make different speech sounds and how children learn and practice to use those sounds. 

30/03/2015

Posted by Amanda Baxter - I CAN | with 0 comments

How a floppy-hatted scarecrow, a spider and a magic box can be your top tools for early literacy

Discover how using songs and rhymes can help early literacy and language development

26/01/2015

Posted by Amanda Baxter - I CAN | with 0 comments

Using visual support in your setting

How can we use visual support to create an enabling environment that supports all children’s language development and learning, including children with speech, language and communication needs (SLCN)?

03/09/2014

Posted by Amanda Baxter - I CAN | with 0 comments