Synopsis
This book has been written for use by early childhood teachers, nursery nurses, special education teachers and others who want to help children who are experiencing difficulties in the early stages of language acquisition. It sets out guidelines for assessing children's current language skills and increasing their level of communicative competence through appropriate learning experiences. The language program described is derived from an interactional theoretical framework. It is organised around a developmental sequence that moves from the prerequisite skills of looking with an adult at an interesting event, to the more complex skills of asking and answering questions. Ideas for helping children progress through these levels are described and some related issues, such as the place of signing and the needs of children whose language backgrounds are other than English, are also explored.
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Review
"...a great resource for anyone working with young children who are finding learning to talk a difficult task." ( Australian Centre for Educational Studies , June 2006)
From the Back Cover
This publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child′ s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn–taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.
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