Pre-school communication

Effective expressive (spoken) language is made up of rich vocabulary, appropriate use of grammar, and the ability to use language appropriately in different contexts.

However, some children have difficulties with their expressive language. Common signs of expressive language difficulties include:

• A lower-than-average ability to learn new vocabulary
• Word finding difficulties
• Difficulties using gestures
• Using simple or short sentences
• Using vague, or empty language such as ‘thing’
• Using words incorrectly
• Leaving out words
• Begin to talk at a later-than-average age

To support a child’s expressive language, adults can:

• Modelling / sentence recasting– repeat the child’s utterance using the correct speech sounds, words, or grammar so they can hear how the utterance should sound. For example, if your child says “tat” you can say “yes, It’s a cat”. Find out more on BBC Tiny Happy People –  How can you help toddlers say words properly? and Tools for Talking 2-3 years: Responding to toddlers with longer sentences
• Repetition– by repeating slowly and clearly what the child has said back to them, this indicates that you are interested.
• Simplifying– match your language to your child’s understanding level- use simple phrases that are not too complex to understand.
• Expanding– expand on what the child says by repeating and building on it to make it slightly more complex (adding 1 or 2 concepts is sufficient). For instance, if the child says “apple” you could say “red apple” or “shiny apple”. Find out more on BBC Tiny Happy People – Tools for Talking 18-24 months: Expanding on toddlers’ words
• Pause- slow down and give your child an opportunity to communicate. Wait for your child to communicate for help, or pause while your child is thinking of a response.
• Giving choices– for instance “do you want toast or porridge?”. This gives your child control while providing a model for the child to hear and imitate. Choices can be given at mealtimes, getting ready, bedtime, indoor and outdoor play. Find out more on BBC Tiny Happy People – Yum yum breakfast – making food choices.
• Questioning- avoid asking too many questions that require a spoken response. Although these encourage more expressive language, they are demand heavy. Instead, ask a combination of open (require a spoken answer) and closed questions (only need a yes/no response)

Book sharing:

• Reading is a fantastic way to encourage a child’s expressive language.
• Books can be used to introduce your child to new objects or concepts by pointing to pictures and saying what you see.
• Use the same book frequently, as young children learn a lot from repetition.
• Sharing books with toddler
• Stories with symbols is a good book reading resource that helps children learn new vocabulary.
• Use short, simple books, repetitive and rhyming stories, lift-the-flap interactive books, and photo albums.
• Let your child choose the book, allow your child to turn the pages and let your child read in their own way (skipping pages is okay!) to keep book sharing fun and interesting.
• Add language during book reading- descriptions, actions, feelings, and locations. Highlight the most important words and if your child says something about the book, try and expand on this e.g. if the child points and says “girl” you could say “the girl is playing”.

Hanen videos show what reading with vs without interacting looks like.

Understanding language is key to communication because it helps us to understand and communicate with others.

Some children have difficulty understanding spoken language which can lead to a breakdown in conversation.

  Children with understanding difficulties may struggle with:

• Learning new words and ideas.
• Following spoken instructions.
• Literacy: reading and writing.
• Attention and concentration: it may be more difficult for the child to complete activities without distraction.
• Behaviour: the child may act out because they are unable to access what is being said to them.
• Social skills: it may be more difficult to engage and compromise with others and follow social norms.
• Expression: there is a strong relationship between expressive and receptive language difficulties.

  To support a child’s understanding, adults can:

• Slow down your rate of speech: take time for the child to think about what you have said to them.
• Use repetition: check the child’s understanding and if necessary, repeat instruction using the same language. Encourage the child to ask for repetition if they need it.
• Use short and simple instructions: using long sentences and unfamiliar vocabulary will make it more difficult for the child to understand.
• Chunking: break down instructions into small chunks for instance: “put on your socks”, then “go get your shoes”.
• Chunking using the getting ready game. Find out more on BBC Tiny Happy People.
• Gain eye contact: make sure you have the child’s full attention by gaining eye contact.
• Importance of eye contact. Find out more on BBC Tiny Happy People.
• Use visual supports: pictures, gestures, symbols, sequences, and written words can support a child’s understanding. Visuals are helpful for children to refer to if they have not understood the spoken instruction.
• Reduce background noise: at home, turn off background noise when engaging with the child to reduce distractions

  Activities to improve language skills:

• Books: talk about the pictures and the story, for instance, asking the child “what might happen next?”, or “what is the boy doing?”.
• Naming games: name objects you see when looking at a book, out the window, playing games, or shopping. Encourage the child to talk about what they can see.
• Naming at the park: Find out more on BBC Tiny Happy People.
• Naming at home: Find out more on BBC Tiny Happy People.
• Simon says: take turns with the child to give instructions, reinforcing body parts and verbs. This game can be adapted, and to make it more difficult caregivers can increase the length of the instruction e.g. “Simon says first touch your toes then count to 10”.
• Teddy says game: Find out more on BBC Tiny Happy People.

What is stammering? 

• Stammering (also called stuttering or dysfluency) usually starts in childhood, often between the ages of 2 – 5 years, and coincides with the rapid development of new physical and mental skills.
• Stammering is different from early speech and language difficulties because it can start at various stages in a child’s life.
• Up to 8%, or about one in every 12 children, will experience stammering during their preschool years.
• For some it starts gradually – it comes, goes, and seems to be a part of a child’s natural attempts to use more and more words.
• For other children it can begin quite suddenly, sometimes almost overnight, and sometimes quite severely.
• For some children it can disappear just as quickly, within days or months.
• About 1% continue to stammer into adulthood.
• Some children may not be concerned about stammering at all. Others may start trying things to help get the words out, such as stamping a foot, or taking a big breath before speaking. And some children may try to avoid the stammering by saying something different or say less.
•  BBC Newsround – What is stammering and how are people affected?

Examples of stammering include: 

• Repeating sounds or parts of words several times (“d-d-d-d-daddy” or “da-da-da-daddy”)
• Stretching sounds (“sssister”)
• Getting stuck on the first sound of a word so no sound comes out for a few seconds (“I got a … teddy”)

Causes of stammering:

• Stammering which begins in childhood is known as developmental stammering.
• It is often hereditary – about 60% of people who stammer have another family member who stammers.
• Stammering is primarily a neurological condition.
• Parents do not cause stammering, but the way you respond to your child’s stammer can make a significant difference.
• If you or your child speak more than one language, that is fine – bilingualism does not cause stammering.

How can caregivers help a child who stammers?

• Slow down your own rate of speech, but do not tell your child to slow down or take a deep breath.
• Have one-on-one time (just five minutes every day) with your child, where they are not competing for attention with tasks or other family members.
• Ask one question at a time and give them plenty of time to answer.
• Keep natural eye-contact with your child.
• Focus on what your child says, not how they say it.
• Pause before answering questions.
• Make sure everyone gets a turn in conversation.
• Acknowledge speech difficulties with reassurance and encouragement just as you would any other difficulty your child is experiencing.
• How to help a child with a stammer: BBC Tiny Happy People – What is stammering and how can I help my child with their stammer?

Useful websites for caregivers:

• Action for stammering children
• Michael Palin Centre for Stammering
• STAMMA

Bilingualism is the ability to understand and use two or more languages.

Bilingualism has many advantages including: 

• The ability to maintain relationships within the community.
• Creates a sense of cultural identity.
• Increases confidence as a communicator.
• Wider employment opportunities.
• Easier to learn additional languages.
• Contributes to an individual’s sense of wellbeing.

How to support a child who speaks multiple languages:

• To support your child’s language development, it is better to keep speaking the language you are more confident in. Do not start speaking a language that you are not fluent in, even if it is your child’s new language (e.g. English).
• Keep your language simple- use short phrases, lots of repetition, and model the ‘correct’ way to say a word or phrase e.g. if your child says ‘want milk’ you could say ‘I want milk’.
• Sing songs, rhymes and share books in your native language.
• Use gestures, facial expressions, and body language to help communicate with your child.
• Encourage attempts from your child to communicate in any way they can. This may be in one language, but it is natural for your child to mix English with their first language (this is called code switching).

Helpful websites for caregivers:

• Bilingual babies and speaking multiple languages at home – BBC Tiny Happy People
• Bilingual quick tips – National Literacy Trust

Useful information:

• Bilingual children do not usually have a language delay. Children learn two languages just as naturally as one.
• Being bilingual does not cause language difficulties. However, if your child is struggling to learn their home language, they will also have difficulties in their second language. There is useful information on the stages of children’s language on speech and language – Ages and stages
• It is common for your child to go through a ‘silent period’ where they do not say anything in their second language. It is important to know they are still active learners who are absorbing the language around them, and they will speak when they are ready.
• It is okay for a child to speak their home language at school. It may be helpful to give the school a list of keywords in your home language to help your child settle in.
• It can take a child approximately three months to begin to understand English, two years to learn enough English to socialise, and five to seven years to develop their skills to GCSE level.