Nottinghamshire with a intervention program) Worker facilitates language-rich activity as the skills catching up the Language Sure Start two-year-old core of the session (e.g., book-sharing, to age expectation Development child with making a photo-book together, play-doh by age 3, Low rate Survey children’s centres expressive activity, trip out for a listening walk) (31 per cent) of Pragmatic skills ‘Home language Toys and resources related to the session ongoing speech, questionnaire Talk’ service: Supporting delay who may be left with families between visits language and from the with did not meet At end of program, families supported to communication Language Use delayed criteria for access universal play and learning needs, Parents Inventory language skills local SLT opportunities and referred to appropriate reported changing and their service services as needed everyday activities parents/carers and routines with Content their child Importance of role in developing parent’s language through everyday routines and play activities is stressed and promoted Responsive parent-child conversation and interaction strategies (e.g., interpreting child’s nonverbal messages by putting them into words) Providing an optimal language-learning environment at home (e.g., reducing the use of television and dummies) Focussing on language-rich activities to promote language development (e.g., shared book reading) Hackworth 1890 parents MCH or Teaching Group Trained group Process Communication Observational data: 2013; Early experiencing parents to parenting facilitators and skills (smalltalk Infant group (six-12 months) Indicator of home learning vulnerable support program home coaches plus infant Parenting group program delivered in Parent Child study: Overview general child (smalltalk) program), Parent MCH platform Interaction and outcomes and their development Six x weekly two-hour sessions Early children (six (with an child interest smalltalk strategies discussed, at-home Communication
Nottinghamshire Sure Start children’s centres ‘Home Talk’ service: Supporting with delayed language skills and their parents/carers with a two-year-old child with expressive language delay who did not meet criteria for local SLT service intervention program) Worker facilitates language-rich activity as the core of the session (e.g., book-sharing, making a photo-book together, play-doh activity, trip out for a listening walk) Toys and resources related to the session may be left with families between visits At end of program, families supported to access universal play and learning opportunities and referred to appropriate services as needed Content Importance of parent’s role in developing language through everyday routines and play activities is stressed and promoted Responsive parent-child conversation and interaction strategies (e.g., interpreting child’s nonverbal messages by putting them into words) Providing an optimal language-learning environment at home (e.g., reducing the use of television and dummies) Focussing on language-rich activities to promote language development (e.g., shared book reading) skills catching up to age expectation by age 3, Low rate (31 per cent) of ongoing speech, language and communication needs, Parents reported changing everyday activities and routines with their child the Language Development Survey Pragmatic skills questionnaire from the Language Use Inventory Hackworth 2013; Early home learning study: Overview and outcomes 1890 parents experiencing vulnerable and their children (six MCH or Teaching parents to support general child development (with an Group parenting program (smalltalk) Trained group facilitators and home coaches Process Infant group (six-12 months) Parenting group program delivered in MCH platform Six x weekly two-hour sessions smalltalk strategies discussed, at-home Communication skills (smalltalk plus infant program), Parent child interest Observational data: Indicator of Parent Child Interaction Early Communication
everytoddlertalkingphaseonereportfin.docx