Language Education Training Speech
LETS Go! Early Development Groups are for children from birth through the pre-school years. These groups offer cover a range of areas of development depending on the child’s profile of needs. Early Development Groups can be set up by local support groups or small groups of families who have children on a similar age. The format of the groups is flexible to meet the needs of the families and children involved.
An example of a typical format for Early Development Groups would be:
Initial and final assessment of each child within the group to include:
An informal assessment (which may include the informal use of some standardised measures), to be carried out at the beginning and end of the year to identify each child's current development and skills across the areas covered in the Early Development Groups.
Targets for each individual for the year would be developed at the beginning of the year. These targets would be reviewed at the end of the year in a similar assessment session.
A short written report would be provided for each child after the first session and the last session reviewing the child's development and their progress towards the agreed goals.
Monthly group sessions would typically last 40-45 minutes covering:
•Communication - pre-linguistic skills including eye-contact, joint attention, non-verbal communication, gesture use, turn taking; sharing; co-operation; attention and listening skills; requesting; initiating; use of context; maintaining topic
•Speech – listening and discrimination skills, production of symbolic sounds, single sounds, sound combinations, use of sounds in words, connected speech, syllable marking, intonation, rate and stress, intelligibility and clarity.
•Receptive vocabulary and language – understanding of single vocabulary words covering a range of syntactic categories including nouns, verbs, adjectives, prepositions and early pronouns. In line with the development of the child and their vocabulary, language targets would be incorporated into the session and include; following 2, 3 and then 4 key word phrases using a variety of constructions (e.g. action-object, object-possession, agent-action-object); understanding of grammatical markers (e.g. ‘ing ’ possessive 's', plural ‘s’).
•Expressive vocabulary and grammar - as receptive targets are achieved, expressive targets following this same pattern of development would be covered; single vocabulary word production (including spoken words and sign) covering a range of syntactic categories including nouns, verbs, adjectives, prepositions and early pronouns, prepositions. In line with the development of the child and their vocabulary and receptive language, expressive language targets would be incorporated into the session including; combining 2, 3 and then 4 key word phrases using a variety of constructions (e.g. action-object, object-possession, agent-action-object); the use of carrier phrase (e.g. I like..., I can....), using grammatical markers (e.g. ‘ing’ possessive 's', plural ‘s’).
•Reading – sight word recognition, letter sound knowledge, early reading comprehension and early phonic skills including early blending and segmenting.
•Number – early number concepts and vocabulary including size, shape, comparatives, more/less. Rote counting, numeral recognition, 1-1 correspondence, stable order and the introduction of Numicon.
•Memory – activities to support attention, listening, visual and verbal memory strategies.
•Developing play - social skills and independence
10-15 minutes discussion
Targets/activities would be demonstrated and explained, the rational and evidence for their selection would be shared and an opportunity for discussion and questions would be provided.
Monthly records of child’s performance and development would be kept:
To ensure individual targets and measurement of progress, notes would be kept on each child’s development to inform future target setting and goal development. This would allow the group activities to be differentiated to meet each child’s individual stage of communication, speech and language development.
A written recommendation of monthly targets
At the end of each group session the families would be given a set of targets to work on over the month and the progress would be reviewed at each session.
Early Development Groups