| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | Unit 4 Effective Communication in an Early Years Setting (D/651/1393) |
Unit 4 Effective Communication in an Early Years Setting Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6 NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | D/651/1393 |
| Unit Title | Effective communication in an early years setting |
| Unit Number (WF) | 04 |
| Unit Level | 3 |
| Unit credit value: | 7 |
| GLH | 67 GLH (includes 25 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit explores the significance of communication for learning and holistic development in all babies and children.
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand the impact of an effective communication and language curriculum that offers positive benefits to babies and children’s development | 1.1 Explain how communication and language is the cornerstone of an early years curriculum, which can provide all children with an equal chance of success |
| 1.2 Describe the relationship between an effective communication curriculum and positive benefits for all children in early years settings, including their spoken language skills, their understanding of language, and their early reading skills, including for children from disadvantaged backgrounds | |
| 2. Understand that children develop at their own pace in language development and can experience speech and language difficulties | 2.1 Explain the importance of respecting pace of language development in individual babies and children |
| 2.2 Summarise stages of language acquisition | |
| 2.3 Outline speech and language difficulties that may be experienced by babies and children as they acquire language | |
| 2.4 Identify ways babies and children can be supported with speech and language difficulties, including specialist early intervention | |
| 3. Understand that there are ways to communicate with all children, appropriate for their stages of development | 3.1 Use examples to describe strategies for effective communication with babies and children from birth to five years of age |
| 3.2 Explain strategies for effective communication for babies and children with speech and language difference, including:
• SEND or neurodivergent children • children using English as an additional language (EAL) |
|
| 3.3 Analyse the importance of valuing equality, diversity and inclusion for effective communication and language development | |
| 4. Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions | 4.1 Read stories in the following situations:
• with an individual baby or young child • with small groups of children (up to four children) • with large groups of children (five children or more) |
| 4.2 Demonstrate the following skills and techniques:
• reading aloud stories and talking about them to build familiarity and understanding and develop conversation through sensitive questioning • exploring vocabulary in wider contexts • using a rich range of vocabulary and language structures |
|
| 4.3 Participate in songs and rhymes with babies and children to support an awareness of sounds | |
| 4.4 Promote and facilitate children’s communication through experiences and activities for social interactions and relationships to blossom | |
| 5. Be able to identify delays in communication development and describe appropriate support services for babies and children | 5.1 Explain ways the early years educator is able to identify delays in communication development |
| 5.2 Describe appropriate support services for babies and children | |
| 6. Be able to communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development | 6.1 Communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development |
| 7. Be able to help children catch up with language development through planned use of pronunciations, words and phrases | 7.1 Use appropriate strategies and ways of working to facilitate a language rich environment for babies and children |
| 7.2 Summarise how the early years educator can support children to catch up with language development through planned use of pronunciations, words and phrases | |
| 8. Be able to adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up | 8.1 Use examples from practice to describe ways the early years educator can adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up through effective communication |
| 9. Be able to apply a range of communication methods for effective collaborative working | 9.1 Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child |
Range
| 3. Understand that there are ways to communicate with all children, appropriate for their stages of development |
| 3.2 Strategies
The demand for sensitive interaction with parents/carers to enable effective care for the child. |
| 4. Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions |
| 4. Planned
Spontaneous, as well as planned interactions, to be considered. Understand that there are ways to communicate with all children, appropriate for their stages of development. |
Struggling with EYE L3 WF 4 Effective Communication in an Early Years Setting (D/651/1393) Assignment?
