Communication Counts
Speech and Language Difficulties in the Early Years

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Language: English

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Communication Counts
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· 17.4x24.6 cm · Hardback

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Communication counts speech and language difficulties in the early years
Publication date:
160 p. · 17.4x24.6 cm · Paperback

Professionals in early years settings can use this book to focus on ways in which they can work collaboratively with colleagues, in order to help children with communication difficulties to understand and express themselves more fully. It brings together the most useful examples of good practice and draws on the work of reflective practitioners. There are many illustrative case studies provided and it discusses how to observe children's daily interactions, ways in which such observations can be used to improve communication skills; how play can be an important part of improvement; behavior management and support; and literacy development.

The practical applications are highlighted throughout the book and the advice given comes directly from those working in early years settings. It should be of great interest to all nursery teachers, teaching assistants, speech and language therapists and parents wishing to play an active part in their children's development of language and communication skills.

Introduction; Chapter 1 Being a Play Partner; Chapter 2 Creating a Sense of Self; Chapter 3 Agitation over Assessment; Chapter 4 Counting Communication; Chapter 5 Mind the Gap 1; 1: Between Theory and Practice; 2: Between Clinic and Classroom; Chapter 6 Special Time, Tina Cook; Chapter 7 Horse Whispering for Humans, Marysia Holubecki; Chapter 8 Support and Stabilisers; Chapter 9 Social Interactionism in Practice, Marion Farmer;
Academic and Professional Practice & Development
Fleur Griffiths shares her time between working as an educational psychologist in North Tyneside and as a senior lecturer in Early Childhood Studies at the University of Sunderland, School of Education. Her initial degree was in English Literature (London University, 1961—64) and her first teaching post involved her in team teaching of topics, using story, art, dance and drama. She quickly focused on children with special needs. She developed a specialist interest in language acquisition and disorder, which she brought to her work as an EP. She has practised in the North East since qualifying in 1979 from Queen’s University of Belfast and has had particular responsibility for language units and parent involvement in literacy schemes. She is currently part of a multi-professional team, working in a specialist nursery for children with communication difficulties and also runs a weekly support group session for parents.
This book offers off-the-shelf support to teachers and includes: helpful categorization of problem areas, solutions that allow teachers to help children promptly and effectively, advice on setting IEP targets, and photocopiable resources.