Adults have a vital role in developing speech, language and communication skills. For children to make progress, adults need to communicate appropriately to suit their stage of development. The needs of each individual child need to be considered, bearing in mind that each child is developing at his or her own pace and with different levels of speech, language and communication. A good understanding of general stages and patterns of speech, language and communication development will support adults to meet children's needs and support their learning.
Adults need to use words and phrases that the children understand. Language should be adapted to children's level of understanding and not assume that children understand simple words or concepts. This is important, especially if the child does not understand/speak the main language of the setting. It must be remembered that when learning a new language, children can feel lost, confused or even scared if they do not understand what is being said. Therefore, this must be considered if the child is not happy as childcare workers speak Welsh with them.
The adult needs to demonstrate and model active listening skills in order to develop speech, language and communication skills. For example, sitting still, looking at the speaker, being quiet and listening to the words being said. Children and young people know quickly who really listens to them. Active listening is not just about listening. It also means focusing on what the child is trying to say and communicate. Through the childcare worker modelling active listening skills, children learn to be effective listeners. Other childcare workers are also encouraged and motivated when they see such good practice in action.
In order to develop speech, language and communication skills, it is essential that childcare workers interact effectively with children at all times. The quality of communication is critical to ensuring that children develop speech, language and communication skills. This means that adults need to talk and play with children so that they can hear language constantly. Adults should extend and repeat what children say in order to broaden their vocabulary. If the language is pronounced correctly, it has a positive effect on the child's speech, language and communication development. Adults should model the use of language by describing what is happening, even if the child does not use spoken language, or the child's response is limited. This is called simultaneous commentary.
Adults should model, stimulate and extend children's speech, language and communication by asking open-ended questions. Open questions encourage longer answers and can help children think, e.g. “Where do you want to play?”. The child cannot answer such a question with a 'yes' or 'no', so it encourages discussion rather than short answers.
It is important that adults provide a wide range of activities ensuring that there are sufficient opportunities, time and equipment for play to practice speech, language and communication skills. There is a need, therefore, to create an environment that is designed for play and communication.
Childcare workers can help parents and carers provide a language-rich environment in the home through information sharing and close collaboration. Adults should model and explain the ways in which they develop speech, language and communication skills in the setting. This supports parents/carers to use the same methods and ensure consistency between home and setting. Parents/carers could be invited to the setting to observe sessions. This is a great way to model techniques for promoting children's literacy, language and communication and to encourage parents/carers to use the techniques in the home.
Mae gan oedolion rôl hollbwysig wrth ddatblygu sgiliau lleferydd, iaith a chyfathrebu. Er mwyn i blant wneud cynnydd, mae angen i oedolion gyfathrebu mewn ffordd briodol sy’n addas i’w cyfnod datblygu. Mae angen ystyried anghenion pob plentyn unigol, gan gofio bod pob plentyn yn datblygu ar ei gyflymder ei hun a chyda lefelau gwahanol o leferydd, iaith a chyfathrebu. Bydd dealltwriaeth dda o gyfnodau a phatrymau cyffredinol o ddatblygiad iaith, lleferydd a chyfathrebu yn cefnogi oedolion i gwrdd ag anghenion plant a chefnogi’u dysgu.
Mae angen i oedolion ddefnyddio geiriau ac ymadroddion y mae’r plant yn eu deall. Dylid addasu iaith i lefel dealltwriaeth plant a pheidio â chymryd yn ganiataol bod plant yn deall geiriau neu gysyniadau syml. Mae hyn yn bwysig, yn enwedig os nad yw’r plentyn yn deall/siarad prif iaith y lleoliad. Mae’n rhaid cofio bod plant, wrth ddysgu iaith newydd, yn gallu teimlo ar goll, yn ddryslyd neu hyd yn oed yn ofnus os nad ydynt yn deall beth sydd yn cael ei ddweud. Felly, mae’n rhaid ystyried hyn os nad yw’r plentyn yn hapus wrth i gweithwyr gofal plant siarad Cymraeg gyda nhw.
Mae angen i’r oedolyn arddangos a modelu sgiliau gwrando gweithredol er mwyn meithrin sgiliau lleferydd, iaith a chyfathrebu. Er enghraifft, eistedd yn llonydd, edrych ar y siaradwr, bod yn dawel a gwrando ar y geiriau sy’n cael eu dweud. Mae plant a phobl ifanc yn adnabod yn gyflym pwy sydd wir yn gwrando arnynt. Nid clywed yn unig yw gwrando gweithredol. Mae hefyd yn golygu rhoi ffocws ar beth mae’r plentyn yn ceisio ei ddweud a’i gyfathrebu. Drwy’r gweithiwr gofal plant yn modelu sgiliau gwrando gweithredol, mae plant yn dysgu i fod yn wrandawyr effeithiol. Mae gweithwyr gofal plant eraill hefyd yn cael eu hannog a’u symbylu wrth weld arfer dda fel hyn ar waith.
Er mwyn meithrin sgiliau lleferydd, iaith a chyfathrebu mae’n hanfodol bod gweithwyr gofal plant yn rhyngweithio mewn ffordd effeithiol gyda phlant drwy’r amser. Mae ansawdd y cyfathrebu’n hollbwysig er mwyn sicrhau bod plant yn datblygu sgiliau lleferydd, iaith a chyfathrebu. Mae hyn yn golygu bod angen i oedolion siarad a chwarae â phlant er mwyn iddynt glywed iaith yn gyson. Dylai oedolion ymestyn ac ailadrodd yr hyn y mae plant yn ei ddweud er mwyn ehangu eu geirfa. Os yw’r iaith yn cael ei hynganu’n gywir, mae’n cael effaith bositif ar ddatblygiad lleferydd, iaith a chyfathrebu’r plentyn. Dylai oedolion fodelu’r defnydd o iaith drwy ddisgrifio’r hyn sy’n digwydd, hyd yn oed os nad yw’r plentyn yn defnyddio iaith lafar, neu os yw ymateb y plentyn yn gyfyngedig. Gelwir hyn yn sylwebaeth ar y pryd.
Dylai oedolion fodelu, ysgogi ac ymestyn lleferydd, iaith a chyfathrebu plant drwy ofyn cwestiynau agored. Mae cwestiynau agored yn annog atebion hirach ac yn gallu helpu plant i feddwl, e.e. “Ble wyt ti eisiau chwarae?”. Ni all y plentyn ateb cwestiwn o’r fath gyda ‘ie’ neu ‘na’, felly mae’n annog trafodaeth yn hytrach nag atebion byr.
Mae’n bwysig bod oedolion yn darparu amrywiaeth eang o weithgareddau gan sicrhau bod digon o gyfleoedd, amser a chyfarpar ar gyfer chwarae i ymarfer sgiliau lleferydd, iaith a chyfathrebu. Felly, mae angen creu amgylchedd sydd wedi’i gynllunio ar gyfer chwarae a chyfathrebu.
Mae gweithwyr gofal plant yn gallu helpu rhieni a gofalwyr i ddarparu amgylchedd llawn iaith yn y cartref drwy rannu gwybodaeth a chydweithio agos. Dylai oedolion fodelu ac esbonio’r ffyrdd y maent yn meithrin sgiliau lleferydd, iaith a chyfathrebu yn y lleoliad. Mae hyn yn cefnogi rhieni/gofalwyr i ddefnyddio’r un dulliau a sicrhau cysondeb rhwng y cartref a’r lleoliad. Gellid gwahodd rhieni/gofalwyr i'r lleoliad i arsylwi sesiynau. Mae hyn yn ffordd wych i fodelu technegau o ran hybu llythrennedd, iaith a chyfathrebu plant ac i annog rhieni/gofalwyr i ddefnyddio’r technegau yn y cartref.
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As children develop their speech, language and communication skills, they acquire and develop new skills at different speeds. It is vital that adults give children the opportunity to develop at their own unique, individual pace. They should be given time to develop those skills in different situations. Every child is different, with different strengths and learning at a different pace. Therefore, the achievements of all children need to be respected, valued and encouraged.
A strength based approach is a positive way of working with children with speech, language and communication needs. The approach encourages adults/childcare workers to consider children's abilities first, rather than their needs. It also considers the ability of families/carers to support their children.
Working in a strength based approach involves providing support for children with speech, language and communication needs in a way that makes them feel able to succeed. This means understanding the individual child's needs, what the child can do and using the knowledge to facilitate success in tasks that are challenging enough for them. This approach can be used in the setting as well as on a one-to-one basis in the families/carers own homes.
The approach enables families/carers to support children with speech, language and communication needs in their own homes. It focuses on the individual circumstances and strengths of each family/carer and provides effective support for the whole family. The approach supports partnership working with families by building and maintaining positive relationships. Parenting competence is strengthened as a result of adopting the strength based approach as it highlights their abilities in supporting their children's speech, language and communication.
Wrth i blant ddatblygu eu sgiliau lleferydd, iaith a chyfathrebu, maen nhw’n caffael a datblygu sgiliau newydd ar gyflymder gwahanol i’w gilydd. Mae’n hanfodol bod oedolion yn rhoi cyfle i blant ddatblygu ar eu cyflymder unigryw, unigol eu hunain. Dylid rhoi amser iddynt ddatblygu’r sgiliau hynny mewn gwahanol sefyllfaoedd. Mae pob plentyn yn wahanol, gyda chryfderau gwahanol ac yn dysgu ar gyflymder gwahanol. Felly, mae angen parchu, gwerthfawrogi ac annog cyflawniadau pob plentyn.
Mae dull sy’n seiliedig ar gryfderau yn ffordd bositif o weithio gyda phlant ag anghenion lleferydd, iaith a chyfathrebu. Mae’r dull yn annog oedolion/gweithwyr gofal plant i ystyried galluoedd y plant yn gyntaf, yn hytrach na’u hanghenion. Mae hefyd yn ystyried gallu teuluoedd/gofalwyr o ran cefnogi eu plant.
Mae gweithio mewn ffordd sy’n seiliedig ar gryfderau’n golygu darparu cymorth i blant ag anghenion lleferydd, iaith a chyfathrebu mewn ffordd sy'n gwneud iddynt deimlo eu bod yn gallu llwyddo. Mae hyn yn golygu deall anghenion y plentyn unigol, beth mae’r plentyn yn gallu ei wneud a defnyddio'r wybodaeth i hwyluso llwyddiant mewn tasgau sy’n ddigon heriol iddynt. Gellir defnyddio’r dull hwn yn y lleoliad yn ogystal ag ar sail un i un yng nghartrefi’r teuluoedd/gofalwyr eu hunain.
Mae’r dull yn galluogi teuluoedd/gofalwyr i gefnogi plant sydd ag anghenion lleferydd, iaith a chyfathrebu yn eu cartrefi eu hunain. Mae'n canolbwyntio ar amgylchiadau a chryfderau unigol pob teulu/gofalwr ac yn darparu cefnogaeth effeithiol i'r teulu cyfan. Mae'r dull yn cefnogi gweithio mewn partneriaeth â theuluoedd/gofalwyr trwy adeiladu a chynnal perthynas gadarnhaol. Mae cymhwysedd rhianta’n cryfhau o ganlyniad i fabwysiadu’r dull sy’n seiliedig ar gryfderau gan ei fod yn tynnu sylw at eu galluoedd o ran cefnogi lleferydd, iaith a chyfathrebu eu plant.
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In supporting children with speech, language and communication needs, an approach needs to be adopted whereby information is shared about the needs of the children and their families. To make sure that this is effective, everyone needs to understand their role and responsibilities to ensure a well-communicated team.
Factors that facilitate working with other professionals and agencies:
The term multi-agency is used to describe how childcare settings work closely with others to meet the needs of children and their families. As well as developing skills to work with children, strategies need to be developed to work with parents, colleagues and other professional colleagues to support children with speech, language, communication and literacy needs.
Each child is an individual with different speech, language and communication needs. Some of these needs can only be met by trained professionals, but anyone with sufficient knowledge and dedication can help them with the needs of others. It is important to understand what a variety of agencies and professionals can offer. They need to work effectively with them for the benefit of the child and their family.
The work of a childcare worker is to know when and how to refer children for specialist help. They also communicate and work with outside professionals and agencies, e.g. speech and language therapists. There is a need to work with professionals as well as parents to ensure that the children have the best possible opportunities.
Developing effective relationships with families, other professionals and agencies allows everyone to work together successfully with the aim of meeting the needs of children and their families. It is important to be courteous and respectful when considering the feelings of others. As a result, employees will gain the trust of others. There is a need to be friendly but also professional in working together to support children. Effective communication requires:
Attitudes influence people, so it is important to be consistent and take time to listen to the views of others. There is a need to ensure that families and employees are given time in welcoming them. It is important not to rush to give them a report or feedback at the end of the day on any issue relating to the child's speech, language and communication skills. This shows them respect and will lead to a good relationship between the home and care setting. It may be necessary to speak more often to professionals who work with the parent of a child with speech, language, communication and literacy needs. A friendly and professional attitude makes it easy for parents, staff and professionals to engage with the setting. Being a team member makes it easy to ask for and act on that support for the benefit of the children. Regular attendance at meetings and undertaking appropriate training contributes to building effective relationships. By being punctual and organised, employees are behaving professionally.
Wrth gefnogi plant sydd ag anghenion lleferydd, iaith a chyfathrebu, mae angen mabwysiadu dull o weithio lle mae’n ofynnol i rannu gwybodaeth am anghenion y plant a’u teuluoedd/gofalwyr. I sicrhau bod hyn yn effeithiol, mae angen i bawb ddeall eu rôl a'u cyfrifoldeb er mwyn sicrhau tîm sy’n cyfathrebu’n dda.
Ffactorau sy’n hwyluso gweithio gyda gweithwyr proffesiynol ac asiantaethau eraill:
Defnyddir y term amlasiantaethol i ddisgrifio'r modd y mae lleoliadau gofal plant yn gweithio’n agos gydag eraill i ddiwallu anghenion plant a’u teuluoedd/gofalwyr. Yn ogystal â datblygu sgiliau i weithio gyda phlant, mae angen datblygu strategaethau i fedru gweithio gyda rhieni/gofalwyr, cydweithwyr a chydweithwyr proffesiynol eraill er mwyn cefnogi plant ag anghenion lleferydd, iaith, cyfathrebu a llythrennedd.
Mae pob plentyn yn unigolyn sydd â gwahanol anghenion o ran ei leferydd, iaith a chyfathrebu. Dim ond gweithwyr proffesiynol sydd wedi'u hyfforddi a fydd yn gallu diwallu rhai o'r anghenion hyn, ond gall unrhyw un sydd â digon o wybodaeth ac ymroddiad eu helpu gydag anghenion eraill. Mae'n bwysig deall beth y gall amrywiaeth o asiantaethau a gweithwyr proffesiynol eu cynnig. Mae angen gweithio'n effeithiol gyda nhw er lles y plentyn a'i deulu/gofalwyr.
Gwaith gweithiwr gofal plant yw gwybod pa bryd a sut mae cyfeirio plant at gymorth gan arbenigwyr. Mae hefyd yn cyfathrebu a gweithio gyda gweithwyr proffesiynol ac asiantaethau allanol, e.e. therapyddion iaith a lleferydd. Mae angen gweithio gyda phobl broffesiynol yn ogystal â rhieni/gofalwyr er mwyn sicrhau bod y plant yn cael y cyfleoedd gorau posibl.
Mae datblygu perthnasoedd effeithiol â theuluoedd/gofalwyr, gweithwyr proffesiynol eraill ac asiantaethau yn caniatáu i bawb weithio gyda’i gilydd yn llwyddiannus gyda’r nod o ddiwallu anghenion plant a’u teuluoedd/gofalwyr. Mae’n bwysig bod yn gwrtais a dangos parch gan ystyried teimladau eraill. Yn sgil hyn, bydd gweithwyr yn ennyn ymddiriedaeth eraill. Mae angen bod yn gyfeillgar ond hefyd yn broffesiynol wrth gydweithio er mwyn cefnogi plant. Er mwyn cyfathrebu’n effeithiol mae angen:
Mae agweddau'n dylanwadu ar bobl, felly, mae'n bwysig bod yn gyson a chymryd amser i wrando ar safbwyntiau eraill. Mae angen sicrhau rhoi amser i deuluoedd/gofalwyr a gweithwyr wrth eu cyfarch yn groesawgar. Mae’n bwysig peidio â rhuthro i roi adroddiad neu adborth iddynt ar ddiwedd y dydd am unrhyw fater sy’n ymwneud â sgiliau lleferydd, iaith a chyfathrebu’r plentyn. Mae hynny'n dangos parch atynt ac felly’n arwain at berthynas dda rhwng y cartref a'r lleoliad gofal. Efallai y bydd angen siarad yn amlach gyda gweithwyr proffesiynol sy’n cydweithio â rhiant/gofalwr plentyn sydd ag anghenion lleferydd, iaith, cyfathrebu a llythrennedd. Mae agwedd gyfeillgar a phroffesiynol yn ei gwneud yn hawdd i rieni/gofalwyr, staff a gweithwyr proffesiynol ymwneud â’r lleoliad. Mae bod yn aelod o dîm yn ei gwneud yn hawdd gofyn am gymorth a gweithredu ar y cymorth hwnnw er budd y plant. Mae mynychu cyfarfodydd yn rheolaidd ac ymgymryd â hyfforddiant priodol yn cyfrannu at feithrin perthnasoedd effeithiol. Wrth gadw at amser a bod yn drefnus, bydd gweithwyr yn ymddwyn yn broffesiynol.
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