The effective use of sign language by practitioners to encourage children’s communication skills
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Context and background to the effective or innovative practice
Ysgol Feithrin y Trallwng is a Welsh medium early years setting co-located with Ysgol Gymraeg y Trallwng (Welshpool). The age range is 2 to 4 years. It offers places to Flying Start, 3+ Educational Offer and Childcare Offer.
They use a language program that incorporates signs, symbols, and speech to help people communicate, particularly those with communication and learning difficulties, offering visual and auditory support for language development.
Description of nature of strategy or activity
The approach was introduced after leaders from the setting attended a training activity. The language communication system is designed to support individuals who have difficulty understanding or expressing themselves verbally, helping them to build vocabulary, improve comprehension, and enhance their overall communication skills. Staff found the approach easy to use and have extended their knowledge through CPD and additional learning resources. Staff are confident in the use the approach, and it is incorporated into the daily routine. It is consistently used across all areas of the setting.
The impact this work has had on provision and children’s standards
The cohort of children is mainly from an English-speaking background and the use of the language communication system enables children who enter and have not had any exposure to the Welsh language to communicate their needs. Children from a variety of home background languages start at the same linguistic level with this approach. This develops an inclusive environment where no child is disadvantaged through an inability to communicate in Welsh as the approach bridges communication gaps.
Visual resources are displayed throughout the setting and each activity area has the essential references displayed. Where areas are changed or new topic areas introduced, the production of specific communication resources is an integral part of the process.
The approach is integrated into every activity, mealtimes, circle time, storytelling, singing and outdoor play. It helps children associate the spoken word with the sign and it is particularly useful on the rare occasion where a child who is “non-verbal” enters the setting. It then enables two-way communication between staff and the child and between the children. It therefore reduces frustration and the feeling of exclusion that non-verbal children experience.
When assessing the progress of children their confidence when using signs is another indicator as leaders consider if a full assessment is needed. It can also be an indicator of developmental delays.
How have you shared your good practice?
The local authority has shared elements of the setting’s work on social media, helping to highlight the value of its approach.
The setting has hosted local authority ‘Network & Natter’ meetings. As a result, practitioners have been able to observe the learning environment to promote this specific approach and its impact on children’s communication.
The setting also hosts and regularly attends Mudiad Meithrin meetings where they discuss and share effective practice with other settings.