Early years trainers and staff are getting to grips with the new Level 3 Diploma for the Children and Young People's Workforce launched last summer, which will eventually replace existing awards.
The idea behind the change, championed by the Children's Workforce Development Council, is to make life simpler and more straightforward for both employers and staff by having just one qualification at Levels 2 and 3 for the sector.
However, the qualifications regulator, Ofqual, recently ruled that college students, who are generally younger and less experienced than work-based learners, need to undertake more practical work placements than initially envisaged in the Diploma. The awarding bodies are now looking at building on the Diploma to create a two-year college course.
Meanwhile, the Diploma has been generally well received by learners and assessors on work-based training, not least because for the first time, learning about communication development is a mandatory part of training.
The Diploma responds to the findings of the report by Tory MP John Bercow that early communication skills are fundamental to learning, and that early identification and intervention are essential to help children with speech, language and communication (SLC) needs.
Gill Mason is enterprise director for Vauxhall Neighbourhood Council, in Liverpool, specialising in training and education for the children's workforce. She says, 'The Bercow Report highlighted that the ability to communicate is an essential life skill for all children and young people which underpins a child's social, emotional and educational development.
'Early intervention is critical for the child with SLC difficulties. If a child receives the right support early on then he or she has a better chance of tackling problems, communicating and making progress. If not, there are multiple risks of lower educational attainment, behavioural problems, emotional and psychological difficulties and ultimately, poorer employment prospects.'
Ms Mason adds, 'The report's findings illustrated that there is insufficient understanding of the centrality of SLC among policy makers, both nationally and locally, professionals and service providers - and sometimes parents and families themselves.'
IN-DEPTH COVERAGE
The Communication Trust points out that more than a million children in this country struggle with communication, and in some areas of social disadvantage nearly half of children are starting school with delayed language. Yet good SLC skills are central to many areas of children's development, especially in developing confidence and self-esteem.
While up until now there has been no shortage of training for early years practitioners on communicating with young children, there has been nothing mandatory to give them the knowledge and skills to support the development of speech, language and communication skills at this crucial stage.
However, this is now embedded in a unit of the Diploma known as Early Years Mandatory Pathway 5 (EYMP5),which is a four-credit unit developing both knowledge and practical skills.
The Communication Trust has developed a range of free downloadable resources for tutors and learners to support EYMP5, including video footage, hand-outs and worksheets, and internet links to other sources of information and ideas.
Maria Culshaw, from the Lister Steps community nursery in Liverpool, who is undertaking the Diploma, says the unit is very detailed. 'It covers things in depth and there were things I hadn't realised. For example, I hadn't realised how important tone is in speech. So if you are praising a child, tone will help children to know you really mean it. Or if you are saying no to a child, again the tone is important.'
Ms Culshaw is 'a floater', working across the nursery's different rooms, which she says gives her many different experiences with the children. 'I am learning to read the children's body language, just as they read you. Another thing I have learned is that when you are reading with them, if you can put the story into a song they will grasp it more because they become more involved in the story.'
Lister Steps manager Judy Worrall says the centre is focusing on language skills this year because a number of children have delayed language development.
'Good language and communication skills enable children to express their emotions. I always think that if a young child doesn't understand what emotions they are feeling, they cannot relate to why they are feeling them. If they can express what they are feeling in a creative way, it helps them deal with it. They are going to express their emotions in some way, after all!'
She adds, 'We take children from birth, and the introduction of the EYFS has made the staff more aware of how very young babies communicate, even if just with eye contact. People are now more aware of language and development.'
The main elements of the unit are:
- - Understanding the impact of SLC difficulties for children's learning, emotional, behaviour and social development
- - Understanding the impact SLC difficulties may have on a child's overall development
- - Demonstrating methods to support and extend SLC development of children appropriate to their age and stage of development, their specific needs, abilities, home language and interests, both on a one-to-one and on a group basis
- - Knowing that levels of speech and language development vary between individuals.
- - Contributing to maintaining a positive environment in the setting that supports speech, language and communication.
- In addition to EYMP5, there are further optional units, four of which learners can choose from the 'optional bank' to follow on from EYMP5 and as part of the Diploma. The additional units focus on
- - Supporting children with SLCN
- - Working with parents to support children's speech, language and communication
- - Supporting the speech, language and communication development of children learning more than one language
- - Speech, language and communication and behaviour, social and emotional difficulties.
2011 has been designated the National Year of Communication and under the slogan, Hello, the Communication Trust and its partners aim to make communication for all children and young people a priority. The year is organised into a series of monthly themes to help practitioners think creatively about how they can link into the campaign and explore in depth some of the key aspects of children's communication development. For example, the theme across February and March is 'Early chatter matters - from bump to birth and beyond'.
TIPS FOR SUCCESS
- - Make sure your knowledge of child development is up to date. It is easy to forget ages and stages. Look up new research if need be.
- - Be aware of the individual child's development. Observe children and recognise when they may need further support.
- - Ask for, and listen to, feedback from parents. Find out how they communicate with their child at home.
- - Spend time communicating with the children in the setting. Use sustained eye contact with babies and toddlers. Be aware of your tone, of your speech and your body language.
- - Communication is about listening as well as talking. Getting the right balance with young children can be tricky, but try to spend more time listening to the children. One way is to phrase your questions carefully to allow the children to give longer, more expressive answers.
- - Provide activities designed to encourage communication, such as action songs and outdoor projects.
- - Download the free resources prepared by the Communication Trust from its website dedicated to EYMP5 at www.talkingpoint.org.uk/eymp.
FURTHER INFORMATION
For free resources and information about Hello, the National Year of Communication, visit:
www.thecommunicationtrust.org.uk/hello
www.cwdcouncil.org.uk/qualifications
Part 2, published 10 February, will look at EYMP professional practice in early years settings
Don't forget to book your place at Nursery World's training seminar, which will bring delegates up to speed with the new Level 2 and 3 Diplomas. Visit www.nurseryworldshow.com
