Why are we using the written word when my child can’t talk?
Supporting language skills for young children with Down’s syndrome.
Key to the curriculum
Very few would argue that having a good base in both receptive and to an extent, expressive language opens up the wider curriculum and builds independent learning skills. This is true for both the spoken word, the written word, and symbolised communication. Having a solid foundation in this area undoubtedly unlocks a multitude of teaching strategies and being successfully included in later years.
Every member of staff working with a child with Down’s syndrome should access specialised training to properly support the child's learning. As an overview here are some of the key learning profile traits.
Why are we using the written word with children who don’t yet have verbal language?
Teach Me Too is aimed at preschool children and those in early years settings. So why so much focus on the written word? Firstly and most importantly, because the evidence supports it. Evidence that shows using the written word, even with very young children, supports speech and language development. This is partly due to the relative visual learning strengths usually displayed by children with Down’s syndrome. While auditory skills and working memory are areas of difficulty, our children find learning through seeing much more accessible. It can be very hard for a child to ‘hear’ the word and understand how that word or sentence goes together. It is much easier for them to see the word to free up their working memory and support their auditory difficulties. This allows them to start understanding the rules of language and the structure of words.
Supporting the child to read along the sentence allows them to use their visual strengths to see how the words go together in the sentence while giving them the opportunity for repetition and practise. This way they are more likely to store all the rules of how the words go together. So while it may feel a little unusual to start sharing the written word so early, it is building the skills and strategies that they will use throughout their education and into adulthood.
Why do we clap the words?
To answer this question and many more our team has put together a short video giving information about how to successfully include language activities into your day, while also having fun with the child. You can find it free within our exploring language series by signing up to the Teach Me Too project, and on our YouTube channel.
Teach Me Too is a free project delivered by the charity Learn and Thrive. It partners with experts to bring video-based learning sessions to children with Down’s syndrome across the UK and beyond. The latest videos continue our speech and language focus, with an introduction video from our partners at Symbol UK. The videos are delivered in a fun and engaging way directly to the child, with great symbols from Widgit and signed using Makaton. There is lots of learning for the supporting adult to take back into the classroom and integrate into their everyday activities. The real difference comes when the adult takes the strategies on board and start to adapt and differentiate their lessons and experiences to utilise the child's strengths and build long-lasting good habits.