CONTRIBUTORS


Promoting inclusive communication to our early learners


This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from CLARE THOMPSON, a PGCE (Early Years) student at the university with a strong interest in SEND Education.


Communication is crucial to a child’s holistic development. It is the foundation for interactive learning, play and social opportunities during early childhood. However, many children today face obstacles with their basic speech, language and communicational needs that can create major challenges for them and their families. So, how can we make communication


more inclusive for every child? In many cases, parents and professionals can clearly recognise the


impact that poor communication skills have on children, such as concerns over reading and writing development, behavioural issues and low self-confidence. But it is essential that the underlying cause of the issue is recognised as early as possible. Law (2017) produced research suggesting that speech, language and communication delays are now recognised as an ongoing public health issue amongst children in their early years. Many blame the ‘internet era’ that our youngest generation is


growing up in, with technology and digital devices heavily instilled into children’s daily routines. In fact, Ahearne et al (2016) found that 71% of children aged between 12 months and 3 years used a touch screen device for a minimum of 15 minutes per day. With some families now seeing these devices as ‘contemporary babysitters’, the chances of the child communicating with someone else is very slim during their time in front of the screen. Recent research conducted on communication, language and


literacy in the early years by Goswami (2019) discovered that children develop language and acquisitional skills rapidly between the ages of 0 – 5, and by 6 years old, the average child will know around 16,000 words. However, not every child will use verbal language as a main form of communication for various reasons and it is our job, as professionals, to provide preferred, inclusive and alternative forms of communication for each child. Makaton is a language communication programme that uses


signing, symbols and speech to enable users to communicate. Unlike British Sign Language (BSL), users of Makaton will sign in spoken word order. The communication aid is commonly used by children and adults with ASD and learning difficulties, but it is becoming less unusual to see Makaton used in mainstream settings for the likes of daily routine discussion, classroom signs and alongside nursery rhymes. As Makaton is a visual way to develop communication skills, it can in turn stimulate sounds and words, thus encouraging language development. Any learners with SEND in a setting, who benefit more from this alternative communication support, will be better integrated into daily school life as their preferred ways of communication are accommodated. It also gives other children an insight into how their peers and other learners may communicate differently to themselves. Implementing PECS (Picture Exchange Communication System) and


visual aids around the home or a classroom also promotes inclusive practice for all children, but particularly those who learn visually, children who have English as an additional language and learners who prefer to see images and symbols as reminders throughout their day. Promoting additional forms of communication will not only expand


and stimulate our children’s knowledge and development, but by doing so, our learners will include and feel included in daily life. Professionals will, of course, agree that every child should be able to communicate as a basic right in the classroom.


18 www.education-today.co.uk


STEM for remote teaching


In her regular column this month, STEMtastic! founder KIRSTY BERTENSHAW picks a selection of great resources available for remote STEM teaching.


During the pandemic with remote teaching, practical STEM is difficult to achieve but not impossible. Here are several good quality guides and activities that can be competed at home using household items, or in small bubbles in schools. Activities can be standalone or turned into cross curricular projects for a range of ages. The British Science Association has produced a Crest Award for 7-9 year olds with low to no resources needed, perfect to complete at home or with a little guidance from teachers. Should key worker children be in school then this activity can be completed in bubbles too. The advantage of a Crest Award is earning a certificate to demonstrate scientific thinking. Crest Awards can then be continued throughout education to build up a portfolio detailing investigations and scientific thinking which can be used on university and job applications as supporting material. https://collectionslibrary.crestawards.org/superstar-home-learning/63241423


The Institute of Physics has produced a set of practical activities under the name “Marvin and Milo”, small experiments that can be conducted using items from the home. There are currently 155 experiments to choose from, with instructions and explanations given in a cartoon strip and easily accessible to primary and secondary students. The catalogue can be searched by topic and experiments matched to the curriculum area relevant to the students. https://spark.iop.org/collections/marvin-and-milo


For a selection of themed puzzles, wordsearches and code breaking activities, Learn by Design offer maths and science activities. There are also downloadable activity sheets such as a bird watching guide and caddisfly life cycle worksheets. There are suitable activities for younger aged students too such as videos of the life cycle of frogs and instructions for making a bug hotel. For general STEM activities there are twelve activities, some of which can be completed at home. Some of the experiments require specialist kit but would be ideal in small bubbles at school. https://www.learnbydesign.co.uk/stemathome


Nasa offers a large selection of resources including videos and games to explore space and life as an astronaut. There is a ‘build it’ section where students can make items using instructions on the website. Reading material and colouring pages are also listed, as well as monthly competitions. These resources are cross curricular and suitable for a range of ages. https://www.nasa.gov/stem-at-home-for-students-k-4.html


The Royal Academy of Engineering has a selection of KS3 activities in its after school club resources, some of which can be completed at home such as the ‘creating captivating cornflour’ activity and ‘maths magic’. Each activity has a full pdf booklet with instructions, ideas, and explanations. https://www.raeng.org.uk/education/schools/teaching-and-learning- resources/activity-resources


The Institute of Mechanical Engineers has many activities available on its site, several of which can be completed at home including the ‘ball run’ and ‘cd racer’ titles. There are videos to guide teachers and students through the activities. https://www.imeche.org/careers-education/stem-at-home


Two activities from The Smallpeice Trust are great STEM activities to do at home and can be used for a range of ages and abilities. Full instructions are given including diagrams of what the activity could look like. For small bubbles of students in school, there are activities on the website that require some resources but could be completed easily. https://www.smallpeicetrust.org.uk/downloads/EaH-14-The-Big-String- Challenge.pdf https://www.smallpeicetrust.org.uk/downloads/EaH-03-The-Parachute- Challenge.pdf


In small bubbles in school, it is still possible to complete practical work safely to maintain the enjoyment of science without risking transmission of viruses. CLEAPSS have produced a guide for science, design and technology, and art lessons to assist and reassure students and teachers alike. http://primary.cleapss.org.uk/Resource-File/P110-Practical-activities-in-a-bubble.pdf


Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths www.stemtastic.co.uk


February 2021


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