Identifying Children Who Are Learning English As An .
Identifying Children who are Learning EnglishAs An Additional Language(EAL) and who may alsohave Learning Difficulties and/or Disabilities (LDD)Guidance for Early Years Foundation Stage Practitionerson Assessing and Supporting Young ChildrenJanuary 2009DESIGNED BY PEAR TREE DESIGN 0845 838 2898 Copyright 2009 All Rights Reserved0000-01 (00/00)100% recycled paperUsing vegetable based inks
Section 1Learning EAL in the Early YearsPrinciples and Best PracticeThis pack contains information aimed at supporting all youngchildren who have English as an additional language, and helpingpractitioners in the Early Years Foundation Stage to decide whethera child has EAL and LDD.The following best practice principles and guidelines will support allchildren’s developing speech, language and communication skills.The strategies that you should provide for all children will alsosupport children learning EAL.ContentsSection 1Section 2Principles and best practice for all children learning EAL Principles4 Best practice guidelines to support all children6Identification and assessment of additional needs EAL/SEN identification & Assessment Flow Chart11 Information and assessment form13 Observational Assessment of Stages of learning English16as an additional languageSection 3iSupport materials Guidance for Supporting Expressive Language Development21 References and further information26Identifying Children who have EAL and Special Educational Needs – September 2008Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children3
Section1: Learning EAL in the Early YearsSection 1Supporting Children who are learning English as an Additional LanguagePrinciplesStructure and StaffingFamily and CommunityThe Child’s Voice All children are entitled to equalaccess to the whole curriculum.Do we:Do we:Do we: Ensure we have structures andpractice that promotes general bestpractice in supporting and developingyoung children’s speech, languageand communication? Encourage parents that use of homelanguage will support their child’slearning, well-being and self imageand encourage them to continueusing it? Listen to child’s attempts atcommunication, encourage andattempt to ‘interpret’ what theyhave said? Ensure correct spelling andpronunciation of children’s andparents’ names? Encourage parents that the child’scontinued use of home language inthe setting will support their child’sdeveloping communication skills andlanguage, including English? Partnership with parents and carersis fundamental to a child’s learningand development. Learning and using more than onelanguage is an asset and is a learningopportunity for both children andadults in the setting. Good development of a child’s firstlanguage has a positive affect on thedevelopment of other languages. Children learn language in socialsituations, by interacting with adultsand other children.PractitionersDo we: Refer to ‘Best Practice to SupportYoung Children’s Developmentof Speech Language andCommunication’ and ensure thatthis is in place for children andfamilies for whom English is not theirfirst language? Ask on application form for homelanguage(s) and religious/culturalinformation and find out what sortof learning experiences the child hashad at home? Have in place systems to support staffin accessing interpreters etc? Offer a home visit where parents mayfeel more relaxed and able to talkabout their child’s strength, interestsas well as a full range of languageskills and experiences? Know what to do if the child’s languagedoes not develop or we are concernedabout the child’s development? Value language diversity andunderstand the importance of thedevelopment of the home language ina child’s learning, well being andpositive self image? Recognise that children new to Englishmay need additional adaptations tothe learning environment?4Identifying Children who have EAL and Special Educational Needs – September 2008 Provide positive imagery, ensuringchildren’s home languages andexperiences are reflected in thesettings resources, eg CDs, story tapesin the child’s first language, books inthe child’s first language, puzzles, roleplay resources, creative resources,pictures and posters? (When a childis new to learning English, do not mixthe languages too closely, eg readthe story through in the child’sfirst language then read it throughin English.) Allow children new to English someperiod of time when they may justlisten before they respond, whilst allthe time talking to them, observingand monitoring their progress. Silentperiods can vary in length, butit important that adults continueto talk and communicate with the child? Provide lots of experiences andactivities that promote languagethrough play, embedding languagein the actual and concrete? Plan for times when the child can beinvolved which require little or noEnglish – eg sharing out drinks atsnack time? Repeat key phrases in play, requestsand books to reinforce key messages? Offer activities to provide appropriatelearning opportunities thatchallenge children? Explore using multi-lingual staff andencourage parents from a rangeof linguistic backgrounds and culturesto come in and enrich the setting? If possible, use a buddy system,linking older children who may sharethe same language; allow childrento communicate in their first language? Record observations of all the child’scommunication skills, includingnon-verbal and other signsof understanding and keep languageprofile records involving regulardiscussion with parents? Offer support to access someactivities in the setting, eg wholegroup times, taking child to differentareas to play alongside them? Use lots of opportunities to modelnew experiences and expectations?Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children5
Section 1: Learning EAL in the Early YearsSection 1: Best Practice; Support MaterialBest Practice to Support Young Children’s Developmentof Speech, Language and Communication Welcome all children and parentsusing correct names, showing themaround the setting and encouragetime for parents to stay and settletheir children. Try and learn some key words in thechild’s language (see Language of themonth at: www.newburypark.redbridge.sch.uk/langofmonth). Create a learning environment thatcelebrates diversity and its richness. Ensure that children and parents canaccess and refer to a daily timetablewith pictures, which can help the childand family to become aware of theroutines and structures of the session. Encourage children to explore all areasof play and activities. Help children to feel safe and secureby use of gestures, smiles and supportin order to encourage the confidenceto ‘have a go’. Ensure familiar resources are availableto positively reflect children’s lifeexperiences and community/ethnic group. Use symbols, signs and gestureregularly to aid children’sunderstanding of spoken language. Use photographs to define particularactivity areas, eg photo of childpainting, and have boxes of toys andequipment clearly labelled with wordsand pictures depicting the content. Display key vocabulary to promptadults to use target words whenplaying alongside children.Do you as a practitioner:A Unique ChildEvery child is acompetent learnerfrom birth who canbe resilient, capable,confident andself assuredhave a thorough knowledge of childdevelopment and how children learn EAL?have a good picture of children’scommunication and language in theirhome language and English outsideof the setting?take account of the fact that somechildren will understand considerablymore language than they use?recognise and support the differentmethods of communication thatchildren use?recognise that some?children maybe shy and reserved but have morereceptive and expressive languagethan they are using?think about the language skills thatare involved in the activities you areproviding and ensure that all childrencan access them?PositiveRelationshipsChildren learnto be strong andindependent froma base of lovingand securerelationships withparents and/ora key personreflect on the communication methodsthat you use with parents and ensurethat they are appropriate?discuss children’s language andcommunication skills in English and theirhome language with parents?value and use the information thatparents contribute to their child’slearning record?demonstrate good listening skills andsupport children to develop their ownlistening skills?use specific words, signs or symbols toindicate to children that you want themto ‘listen’?give children time to respondto questions or have their turnin a conversation? Observe how the child communicatesand track progress with parents andstaff (see Section 2 Identification andassessment of additional needs). Play alongside, commenting on whatthe child is doing, using short simplesentences and limiting questions(See Section 3 Support materials). Speak at a pace the child/children areable to follow and always allowsufficient time for the child to thinkand respond. Ensure that books and stories sharedwith children have clear illustrationsand supported by props, eg puppets. Always allow time for a child toobserve other children/adults duringsessions, modelling resources thatmay be unfamiliar. Praise and encourage all attemptedcommunication both verbal andgesture and adapt and expandas appropriate.6Supporting children learning EAL: AuditAdapted from the IDP: Supporting children with speech, language and communication needsIdentifying Children who have EAL and Special Educational Needs – September 2008What do we want to develop?Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children7
Section 1: Best Practice; Support MaterialDo you as a practitioner:What do we want to develop?sensitively provide the correct form ofwords rather than correcting children?recast (repeat) what children have saidand extend the language?adapt your language to meet thechildren’s needs?ask open questions?value and acknowledge children’snon-verbal communicationsand reflect on your own non-verbalcommunication skills?EnablingEnvironmentsThe environmentplays a key rolein supportingand extendingchildren’sdevelopmentand learning8Section 1: Best Practice; Support Materialcarry out, record and analyseobservations of children’s developmentof EAL?discuss children’s progress with parents?take account of the environment,including noise levels, when planningactivities to ensure that it suitsthe needs of children learning EAL?ensure that you are aware of individualchildren’s needs and know howto support their languageand communication?use shared and consistent namesfor times in the day, story time, tidyup time, to help children to learnthe vocabulary and understandthe expectations?check that children haveunderstood instructions?use a visual timetable to help childrento understand the sequence of activities?use picture and written labels onresources to encourage independence?plan to meet children’s individuallanguage and communication needsduring the transition process intoand from your setting?Identifying Children who have EAL and Special Educational Needs – September 2008Do you as a practitioner:Learning andDevelopmentChildren developand learn indifferent waysand at differentrates and allareas of learningand developmentare equallyimportant andinterconnectedWhat do we want to develop?help children to build up a variedcollection of words that they can useand understand?sometimes give a running commentaryof the play children are involved in?create opportunities for children toexperience communicating for a widevariety of purposes and in creative ways?use a wide range of stories, rhymesand songs with children and supportthese with objects, actions and puppets?give children time to tell their ownstories, share their experiences or justtalk to each other?set up play activities, with appropriateequipment, linked to a story, givingchildren the opportunity to reinforcetheir learning in their play?support and challenge children’sthinking by getting involved in thethinking process with them?show genuine interest, offerencouragement, clarify ideas and askopen questions, which support andextend children’s thinking and help themto make connections in their learning?give children time to explore anddevelop their ideas, encourage themto discuss what they are doingand what they want to achieve?reflect on how you can make sustainedshared thinking work with childrenlearning EAL?plan the steps each child should bemaking and support their learning bybreaking down those steps in to smaller,achievable ones?record and analyse children’s progressand achievements in learning EAL?Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children9
Section 1: Best Practice; Support MaterialSection 2: Learning EAL in the Early YearsPeer observation prompts for childrenlearning EAL: adapted from TheInclusion Development Programme.Supporting children with speech,language and communication needs.pp.29-36Identification and assessmentof additional needs Do you give children time and space,to think and to respond? Do you speak slowly (but notunnaturally so) and clearly, repeatingimportant information as necessary? Do you try not to ask too manyquestions of children learning EAL? Do you give lots of praise each timechildren attempt to communicate? Do you provide the correct form ofwords sensitively, rather thancorrecting children directly? Do you provide the ‘social oil’ to showthat you are interested in keeping theconversation going, e.g. ‘Oh that’sinteresting, yes, mmm’? Do you ‘recast’ when talking withchildren – modelling the correct formand extending vocabulary? Do you observe what children areinterested in and model the keyvocabulary in these areas? Do you adapt your language to thechild’s needs? Do you follow the child’s lead andprovide a ‘running commentary’ onwhat they are doing? Do you ask open questions as well assome closed supportive questions? Do you value and respondto non-verbal communication? Do you give children choices if theyare reluctant to express preferences,e.g. ‘Do you want to play with thecars or the train set?’ Do you use ‘here and now talk’ aboutwhat is currently happening and keeptalk about the past or the futureto a minimum?10Identifying Children who have EAL and Special Educational Needs – September 2008Most children learning EAL will make good progress if best practiceprinciples and guidelines are in place. The following section will help youto assess all children’s progress in language and communication andidentify children who might need additional support in this area.The following forms should be used with all children learning EAL,alongside EYFS observational assessments, in the child’s first languageand in English, and the child progress record.The “Information and Assessment form” will help you to understand thechild’s experience of play, exposure to English and parents’ view of theirchild’s development.The “Observational assessment of stages of learning English” will helpyou to decide if the child is making good progress through the stagesof learning English as an additional language.These forms should be used alongside the “Oxfordshire Guidance forIdentifying and Supporting Young Children with SEN”, available from theEYSENITs (see References and further information). You will be able todecide if the child needs additional or specific support and whether thissupport should be at Early Years Action or Early Years Action plus.Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children11
Section 2Section 2: Learning EAL in the Early YearsEAL/LDD Identification and AssessmentFlow ChartInformation and Assessment for Children who have Englishas an Additional LanguageStep 1ChildGiven name:Expression of concern about developmentor progress, based on observation & assessment.M/FFamily name:Date of Birth:Date form completed:Step 2Name of pre-school setting:Consider child’s progress in relation to: Completed Information and Assessment form Observational assessment of stages of learning English EYFS child progress record The Oxfordshire Guidance for Identifyingand Supporting Young Children with SENDate child started attending:Name of contact person:Address:Telephone Number:Step 3Child’s keyperson: Ensure Best Practice is in place & Guidancefor Supporting Expressive Language Developmentare implemented. Support child using Initial ActionStep 4Has the child made progress?YesContinue to support child’sdevelopment of English and learningNo Continue to liaise with parents about child’sdevelopment at home. Set learning and language targets at EYAand provide targeted support.Family InformationMotherGiven name:Family name:FatherGiven name:Family name:SiblingsName:M/F D.O.B:School:Name:M/F D.O.B:School:Name:M/F D.O.B:School:Other important family membersName:Relationship to child:Language:Name:Relationship to child:Language:Languages spoken at homeYesReview IEPHas progress been made?Nomother to child:father to child:mother to father:father to child:child to mother & father:siblings to child:Does anyone at home have any spoken English? Continue to liaise with parents. Set new IEP targets. Pre-School – request EYSENIT involvementwith parental consent School – discuss with SENCo. Refer to S< with parental consent.12Identifying Children who have EAL and Special Educational Needs – September 2008Country of origin:Arrival date in UK:Are the family refugee or asylum seekers?Any other useful information:Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children13
Section 2Information from parents/carersChild’s strengths and interests; experiences of play outside pre-school; language skills andsocial interactions at home; preferred play activities; attention and listening at home etc.Section 2Evaluation of child’s progressStrengths:Concerns:Any parental concernsHearing etc; can parent understand the child in home language? Can others understandthe child? Can the child follow instructions?Action plan:Encourage parents that it is important to continue using the home language at home.If parent is concernedabout the Child’s development of first language, then refer to Speech and Language TherapistInformation from pre-school settingObservations; information from EYFS; stage of learning English.Review Date:14Identifying Children who have EAL and Special Educational Needs – September 2008Guidance for Early Years Foundation Stage Practitioners on Assessing and Supporting Young Children15
Section 2: Learning EAL in the Early YearsSection 2Observational Assessment of Stages of Learning EnglishName:First language:D.O.B:Year group:Speaking, Listening and UnderstandingStage fourThreshold Can speak about matters of immediateinterest in familiar settings, using 4-5word sentences Can convey meaning through talkand gesture Can answer simple questions about selfand objects around Uses some personal pronouns correctlyeg he/she/I Can extend what they say with support Increasingly confident in taking partin activities with other childrenthrough English Listens attentively during whole classteaching time (see EYFS 40-60m) Uses some common prepositionscorrectly eg in, under, on, next to,behind, in frontStage FiveBecomingmore fluent Uses basic sentences with a wideningrange of vocabulary and some correctgrammar eg articles(a, the) plurals,possessive adjectives (her, his) Able to follow and understand whatothers say in a group discussion Can speak confidently to individual,friends and small groups about thingsthat are of interest Can ask questions to clarify understanding Can describe an event/personal experienceusing simple sentencesStage SixSecure Can tell a familiar story in simple languageand in correct sequence to a small group Is beginnin
Supporting Children who are learning English as an Additional Language 4 Identifying Children who have EAL and Special Educational Needs – September 2008 Principles All children are entitled to equal access to the whole curriculum. Partnership with parents and carers is fundamental to a child’s learning and development. Learning and using more than one language is an asset and is .
L’ARÉ est également le point d’entrée en as de demande simultanée onsommation et prodution. Les coordonnées des ARÉ sont présentées dans le tableau ci-dessous : DR Clients Téléphone Adresse mail Île de France Est particuliers 09 69 32 18 33 are-essonne@enedis.fr professionnels 09 69 32 18 34 Île de France Ouest
High Risk Groups of Children Street & working children Children of sex workers Abused, tortured and exploited children Children indulging in substance abuse Children affected by natural calamities, emergencies and man made disasters Children with disabilities Child beggars Children suffering from terminal/incurable disease Orphans, abandoned & destitute children
021 BIBLIOGRAFI 1. Rujukan Buku Bahasa Arab Abd al-‘AzÊz, AmÊr (1999), Fiqh al-KitÉb wa al-Sunnah: DirÉsah MustafÉdah TatanÉwulu AbwÉb al-Fiqh ‘alÉ Mukhtalif al-MadhÉhib wa al-‘ArÉ wa Tu’raÌu li Ammah al-QadÊyah fÊ Öaw’i al-IslÉm bi UslËbin MauÌË’iyyin Mu’ÉÎirin. j. 5,
Jan 15, 2010 · Latin 101 1-15-2010 ante diem duodecimum kalendas Februarius Verbs First Conjugation: (a as vowel) amō, -āre, love Person Latin English I amō I love you amās you love s/he, it amat s/he, it loves we amāmus we love you amātis you (pl) love they amānt they love
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Children’s feelings about their experiences of talking to professionals 24 Some suggestions from research about the support services children might want 24 Respecting children’s agendas 25 How children would like to be involved 27 Successful ways of listening to children 28 Summary 29 . 4 Summary of the seminar on 5 July 1999 33 Children’s rights 33 Children’s right to information 34 .
87.0% of children ages 5-14 54.0% of children age 1-14 had 2 hours or less of screen time on weekend days 79.7% of children ages 1-4 years 45.1% of children ages 5-14 years Sleep17 More than three quarters of children meet recommendations 76.0% of children ages 1–14 years met age-specific sleep recommendations 81.0% of children ages 1–2 .
Batch baking is an economical way of having baked goods for the family which will last days. Owning a freezer makes batch baking an even more viable method of cooking as a variety of baked items can be frozen ahead of time and used as required. This is beneficial if you have less time to spend on meal preparation as well as helping to cater for unexpected guests and large numbers. Filling the .
