The Collaborative for Academic, Social, and Emotional
Learning (CASEL) defines
social-emotional learning (SEL) as:
“… the process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary to understand
and manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make responsible
decisions.” read more
Belinda is a qualified Speech and Language Therapist who has had an extensive and enjoyable 32 years working with children of all ages and personalities, in a wide range of different locations and establishments.
She has been an SLT manager in the NHS, tutored nursing students, a community governor of an ‘outstanding’ nursery school, is a mother herself and now works in her own private Speech and Language Therapy practice (www.hitchinspeechtherapy.com).
She has a huge wealth of experience working with children with many different speech and language difficulties and special needs; including autism, Downs Syndrome, stammering, feeding & swallowing difficulties, dyspraxia, learning difficulties, voice problems, brain injury and cerebral palsy.
At ‘Hitchin Speech Therapy’ she feels extremely lucky to work with children of all different ages and therefore with a huge range of toys and resources on a daily basis! =&2=&
How can parents and childminders support their children’s verbal communication at home?
Look at books together, sing songs and traditional rhymes, stacking toys to develop turn-taking, hand and action rhymes. No screen time/media for under 2’s is often recommended by many paediatricians
Play, play, play! Remember you are your child’s favourite plaything/toy!
Get down to your child’s level – play and talk so they can really see your face.
More books, more songs, more action songs & rhymes, more traditional nursery rhymes. Their benefit for speech and language development cannot be stressed enough.
Turn-taking puzzles and games– COMMUNICATION is all about verbal turn taking.
Play what we call ‘The Child’s Game’ where you follow your child’s lead and not your own agenda.
Turn off the T. V, media and iPad/iPhone…limit it to national guidelines.
Develop your child’s understanding of letters and sounds by teaching them both the letter as in ‘g’ (gee) and the phonic sound ‘g’.
Support your child’s language by remembering the ‘Rule of hand’ = make 4 comments (fingers) to one question (thumb). Your child is more likely to continue and develop a conversation this way than just answering your yes/no QUESTION.
What style of game would you recommend to support children’s social development?
Peek-a-boo, row-row-row-the-boat – action songs and rhymes
I-spy type games
Verbal turn-taking of any sort
Remember to ‘role-reverse’ when playing games so that your child becomes ‘the teacher’!
Develop the rules of turn-taking from quite early on. You can do this with siblings, family members and friends. Eg: ball rolling to each other, putting pieces in a puzzle or putting the next brick on a tower.
Ready, steady…go games! Always a winner!
A Speech and Language Therapist is never seen without her bubbles – great for getting social skills and interaction going.
With hands on games your child SEES and HEARS and UNDERSTANDS (at a very basic level) that you want to spend time with them, that you cherish them and that you want to spend your valuable time with them.
These types of games develop speech, language, communication, turn-taking, interaction, patience, fine-motor, thought, logic, numeracy, concepts and ideas…the young brain is like a sponge and wants to soak all these skills up each and every day.
They are fun and enjoyable – you can laugh and laugh and laugh.
They relax you and your child.
You develop reciprocal (shared) experiences – so essential for attachment, bonding and nurturing.
You can play hands on games at any age from 6 months – 100. Get the whole family involved!
Have you noticed any consequences of
children living in the digital age?
Research is showing that in some areas language/talking/listening is less well developed on entry to pre-school, nursery and reception.
Head Teachers are telling me they are noticing this more and more, and that it is having a detrimental effect on early language, social skills, listening and attention skills, which have a knock on effect on a child’s early literacy (reading, writing and spelling).
Do you have any advice for the prevention of hearing and speech difficulties in young children?
Offer as many listening and speaking opportunities as you can – throughout the day and every day.
If you know of any speech, language, autistic spectrum disorder, stammering or hearing loss in your family history – get early advice if you can.
If you are concerned, follow your mum/dad instinct and request advice or an assessment early. Early intervention is recommended in the literature.
Reduce and stop dummy use as soon as you can. Persistent and habitual use is linked to Glue Ear and suspected hearing difficulties.
Turn the TV, radio, tablet down rather that up – even better, off.
Do not give young children headphones unless advised by a professional to do so.
Attend professional appointments if you are offered them – others may be concerned about your child’s development, even if you feel they are coming on well.
(Parents are advised to look up the latest research on the internet for further information. Guidelines and advice change frequently with updated
Belinda does not have anything against ipads when used sensibly/limited and also uses them in some therapy sessions.
Imaginative play see’s young learners take on the role of inventors and decision-makers, creating their own world where they are free to express their feelings and experiment with narratives. The Early Years Foundation Stage highlights Expressive Arts and Design as a specific area of learning and development, breaking it down into ‘being imaginative’ and ‘exploring and using media and materials’. Children often draw upon their own experiences and observations to represent their ideas through mediums such as art, dance, music, small world, pretend play and storytelling.
Why is it important?
Imaginative play is a key component of learning. It enables children to make sense of the world around them and to develop essential skills from problem solving to emotional intelligence. Here are some examples:
By the age of three children will begin to take part in interactive play and within group settings will begin to develop essential communication skills. Children often feel safer communicating their feelings during pretend play, and such can be used as a forum for re-enacting experiences that may cause worry or unease such as visiting the doctors or starting school. Through different pretend scenarios children begin to understand that different styles of language are used for different settings, people and situations.
As a child’s imaginative play develops they will begin to enjoy using real-life props such as pretend irons, kitchen utensils and medical kits. These provide the foundation for children to enter into a fantasy world, giving them the confidence to draw upon their own experiences through play as they take on the role of someone else. As children become more confident in pretend play they can begin to introduce more abstract props such as coloured blocks and cardboard boxes and take on more complex roles.
Jade from Raising the Rings has been growing vegetables and cleaning the house with our New Sprouts range;
“The imaginative play opportunities are great because while it’s all pretend, it’s something that’s really happening too, and something he’ll be helping out with in the future, which is why it’s so important to make it fun.”
New Sprouts® Grow it! My Very Own Garden Set. Reviewed by Raising the Rings
Playing imaginatively can also be carried out through activities such as art, movement, music and sculpting. These types of play encourage the exploration of different materials, tools and techniques, experimenting with colour, design, texture, form and function.
Imaginative play lays the foundation for a child’s social skills and through interacting with others they will begin to learn skills such as listening to other people’s ideas, compromising in situations and reading body language and social cues. Even the act of initiating pretend play with another is a social act. These skills will be transferred from fantasy worlds to real-life scenarios and will provide the basis for children to grow into emotionally intelligent adults. Imaginative play often flicks between different worlds and scenarios in quick succession, also teaching children how to successfully adapt to new situations and surroundings.
Of course, pretend play can also result in conflict and differing opinions but learning to process feelings and manage them in a controlled way is an important developmental process. Pretend play also provides the opportunity for children to learn more about themselves; their likes, dislikes, interests and abilities.
How can I encourage
pretend play experiences at home?
Reading stories at home is a great way to inspire imaginations and provide stimulus for pretend play
Expressing an interest in children’s play using open ended questions such as ‘can you tell me what you’re doing?’ encourages and supports imaginative scenarios spurring them to continue with their creativity
Providing props and materials that encourage imaginative play create a safe arena for children to enter fantasy worlds
Narrating daily activities exposes your child to new words and phrases and encourages them to look for the detail in activities