Time: 9:30am - 12:30pm
This course is being delivered online, and a recording will be available for up to 30 days after the event has ended.
Fees
Member - £99
Non-Member - £149
Facilitator - Kym Scott
Summary
This session is designed to provide an overview of key aspects to focus on when helping EYFS teams make decisions on how best to support the diversity of language needs that young children are currently displaying in schools.
Audience
Head teachers, deputy head teachers, assistant head teachers, early years leaders, SENDCos and aspiring leaders.
Aims
- Revisit important aspects of brain/child development in the early years, and the implications for practice.
- Understand the importance of socially meaningful interactions for language development.
- Explore how improving adult practices in conversational responsivity during play impacts on children’s linguistic productivity and complexity.
- See real examples of practice that embodies the themes discussed throughout the session.
Objectives
- Knowledge of what to look for when making judgements on the quality of language support for children.
- A self-evaluation tool to use with EYFS teams to establish what aspects of adult practice need further development.
- A tried and tested blueprint for improving adult ‘s interactions across a team.
- An aide-memoire tool to support your team in drawing the features of language boosting interactions into every-day practice.
Kym Scott provides consultancy, training, and conference speeches for school leaders and early years teams in the UK and around the world. She hosts The Place to Learn, an online early year’s professional development platform, which provides whole-school access to her self-study courses and live webinars.
A significant proportion of Kym’s career was spent as a School Improvement Adviser and Strategic Lead for Early Years in Lewisham, London. During this time, Lewisham moved from being a local authority that was amongst the lowest in terms of early years outcomes, to being consistently one of the highest, particularly for those at risk of educational disadvantage.