1 Evidence of language and communication will be observed by your assessor every time a direct observation is made, as we cannot separate it from the daily routine.
* Ensure it is cross-referenced from other units.
2 You need to have knowledge of the stages of language and communication development.
* Draw a chart indicating ages and stages of language development, indicating progression from birth through crying, to word sounds, to expected vocabulary in the early years at school. Also include non-verbal communication and its importance in development.
* In your discussions with parents, ask about the child's language development and share with them the activities taking place in the setting which aid language and communication development.
3 Many activities you provide as part of your regular routine will extend and reinforce language and communication.
* Keep a diary for one week, making notes of each stage of the routine with examples of conversations which have taken place, including your role in it. Record the sort of questions you ask. Photocopy your diary for your portfolio.
4 To communicate effectively children need to learn to listen.
* Make a list of all the games you can play where listening and turn-taking is involved. Try one or two while your assessor observes.
5 Learning a language is exciting and fun for the child.
* Use action rhymes to teach the children appropriate words in a fun way. Sing 'Head, shoulders, knees and toes', play 'Simon says touch your nose/toes/knees/elbows'.
* Make a game in which you teach the children simple words from languages other than English. Prepare this activity by talking to colleagues and parents. Use languages of children in your setting to boost self-esteem.
6 Not all children will be at the same level of language development, and indeed some may be experiencing particular difficulties. Children with more than one language may be less confident at the start but will catch up later.
* Observe a child closely, recording the child's language level, how much time is spent actively watching and listening to others, when body language is used. Transfer this to a pie chart. Cross-reference to C16.
7 To communicate effectively children need to interact with others.
* List the opportunities in your setting which positively encourage interaction. Consider both interaction with adults and children.
* Identify the many different ways you can present the imaginative play area. Plan one of these, for example, a post office, and observe the interaction between children and children, and children and adults. Keep your plans and record your observations. Cross-reference to M7 and C16.
8 Consider how you can offer inclusive play for children with communication difficulties.
* Teach the children a simple sign language of actions, for example pretending to lift a cup and drinking from it or rocking a baby in your arms. Encourage all the children to participate. Make a game involving these actions.
9 Communication is an interchange of ideas and information.
* In a language-rich environment, use questioning and answering as an opportunity to promote and develop the child's language. Your assessor will be able to observe you using closed questions, which need only a yes or no answer and are useful to encourage a reluctant speaker to start speaking. Also use open questions which require a fuller answer for the more confident speaker.
10 Top Tip! From Jenny Arthur classroom assistant at Holy Trinity Primary School, Burton-on-Trent, and NVQ candidate: 'Always carry a tape recorder with you!'
