Intended audience
Staff working with children from birth to age five in early years settings, including nurseries, childminders and reception classes in primary schools.
Course structure
This is the first of two modules in the course ‘Working with families’. We recommend that when you have completed Working with families part 1, you move onto Working with families part 2.
Time commitments
The module will take approximately one hour to complete. You can complete the module at your own pace and in your own time.
Pre-requisite Knowledge
No prior knowledge is needed. However, the content is targeted at staff who have some experience working with children in the early years.
Who is the course for?
What level is it?
What will I learn?
By completing this module you will:
• know what communication skills are and why they are important
• be aware of how a child’s family can impact on and support their child’s communication development
• understand why it is so important for practitioners to build trusting relationships with families
• know some practical ideas that will help families support their child’s communication development, including families that speak more than one language.
How long will it take?
How will it help me at work?
Mailing List
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Contact Us
Speech and Language UK
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
General enquiries
020 7843 2510
info@speechandlanguage.org.uk
Media enquiries
media@speechandlanguage.org.uk
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Speech and Language UK is the operating name of I CAN Charity, a registered charity in England and Wales (210031) and Scotland (SC039947), which is a company limited by guarantee registered in England and Wales (00099629). Registered address: Unit A The Cube Building 17-21 Wenlock Road London N1 7GT
With thanks to our late patron the late Queen Elizabeth II
The skills discovery tool may recommend training, resources and organisations that can help you develop your knowledge and skills. Before investing your time or resources, consider whether a course, programme or approach is right for you and the children and young people you support.
When considering training or an approach, ask yourself:
- Is it based on current research and evidence?
- Are the claims realistic and proportionate?
- Are the trainers suitably qualified and experienced?
- Can the approach be adapted to different children, young people and contexts?
- Does it encourage professional judgement rather than promoting a single solution for every child, young person or situation?
Be cautious if training or an approach:
- promises quick, guaranteed or dramatic results
- claims to work for every child or young person
- relies mainly on testimonials, social media popularity, influencer endorsements or personal stories rather than evidence
- discourages questions, critical discussion or scrutiny
- lacks transparency about qualifications, costs, evidence or outcomes.
Use your professional judgement, review the evidence and always consider whether an approach is appropriate for the children and young people you support.
What Works database
If you want to explore the evidence behind speech, language and communication programmes, we recommend using our What works database.
It brings together information about a wide range of programmes and approaches and summarises the evidence available for each one.
Endorsed by the Royal College of Speech and Language Therapists, our What Works database can help you make evidence-informed decisions.
The database does not tell you which programme to choose. Instead, it helps you understand the available evidence so you can combine it with your professional judgement and knowledge of the child or young person.
Formal training is only one way to develop your knowledge, skills and confidence. You can also learn through:
- observing or shadowing colleagues, including speech and language therapists
- coaching, mentoring and peer support
- supervision, appraisal and professional discussions
- reflecting on your practice through activities such as:
- recording yourself (with appropriate consent)
- keeping a reflective journal
- seeking feedback from colleagues, children, young people and families
- professional networks and multi-agency working
- reading professional guidance, research and evidence-informed resources
- applying new learning in practice and reviewing its impact.
The most effective professional development often combines formal training with opportunities to practise, reflect, receive feedback and learn from others.