Assignment Brief STL3D12: Support children and young people’s speech, language and communication (D/616/5969) Unit summary
This unit aims to provide a basis for understanding the importance of speech, language and communication for children and young people’s overall development and interaction with others. It also explores ways to support children and young people in the development of their speech, language and communication skills.
Credit value
4
Guided learning hours
25
Level
3
Mandatory/optional
Mandatory for Diploma
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
eg page number & method
Assessor
Initial and date
- Understand the importance of speech, language and communication for children and young people’s overall development
1.1 Explain each of the terms:
speech language communication speech, language and communication needs
1.2 Describe theoretical perspectives in relation to speech, language and communication development
1.3 Explain how children and young people’s speech, language and communication skills affect other areas of development
1.4 Describe the potential impact of speech, language and communication needs on holistic development in the short- and long-term
- Understand the role of support staff when supporting speech, language and communication development in the learning environment
2.1 Explain how support staff can effectively support and extend the speech, language and communication development of children and young people through the use of:
visual prompts and cues different types of interaction developing vocabulary using different forms of communication adapting methods of communication to meet the needs and abilities of children and young people
- Be able to provide support for the speech, language and communication development of children and young people in the learning environment
3.1 Demonstrate how to provide support for speech, language and communication for individuals, children and/or young people taking into account the:
age specific needs abilities home language children and young people’s own interests
3.2 Analyse how the use of technology supports the development of speech, language and communication
3.3 Demonstrate how to work with children and young people to develop speech, language and communication in the following situations:
1:1 basis groups
3.4 Demonstrate ways of supporting children and young people with communication and interaction needs to actively participate in learning tasks and activities
- Be able to contribute to maintaining a positive environment that supports speech, language and communication
4.1 Show how to create a positive environment for supporting speech, language and communication development
4.2 Reflect on own role in relation to supporting speech, language and communication development
Assessment tasks STL3D12: Support children and young people’s speech, language and communication
These non-mandatory tasks have been developed to meet the knowledge learning outcomes for this unit.
Task 1 links to learning outcome 1 (AC1.1, 1.2, 1.3, 1.4) This task considers the importance of speech, language and communication for children and young people’s development.
Start by defining the terms:
speech
language
communication
speech, language and communication needs.
Next, refer to research undertaken on theoretical perspectives in relation to speech, language and communication development and describe a minimum of two (2) theories.
Finally, explain how children and young people’s speech, language and communication skills affect other areas of development. Ensure you include a description of the potential impact of speech, language and communication needs has on holistic development in the short and long term. Examples may be used to support your response.
Task 2 links to learning outcome 2 (AC 2.1) Arrange meetings with colleagues who support children and young people with speech, language and communication in your workplace.
Explore how they effectively support and extend the speech, language and communication development.
Write an account to explain your findings, giving examples of:
visual prompts and cues
different types of interaction
developing vocabulary
using different forms of communication
adapting methods of communication to meet the needs and abilities of children and young people.