TRAINING IN THE CHILDCARE SETTING:

1
TRAINING IN THE CHILDCARE SETTING

• Speech-Language Pathologists and Early Childhood
  Educators Making a Difference in Language and
  Literacy

2
WHAT DID WE SET OUT TO ACHIEVE?

• To demonstrate to ECEs how they can use circle
  time to facilitate the development of
  age-appropriate language structures and emergent
  literacy skills in all preschool children.
• We wanted to offer our suggestions in a
  non-threatening, non-prescriptive manner,
  ensuring that we acknowledged the huge amount of
  expertise ECEs already have in the child
  development field.

3
WHY DO THIS AT ALL?

• Our role as preschool Speech-Language
  Pathologists has evolved to include prevention of
  speech/language and literacy issues.
• Preschools and childcare facilities are the 1st
  tier of excellence and as such have a crucial
  role to play in a childs early development.
• The childcare providers themselves who had been
  involved in therapy-based Language Circles (as
  a service delivery model for groups of children
  with identified speech and language issues)
  commented on the universality of the strategies.
• During traditional consultations to the childcare
  facilities, S-LPs perceived a significant range
  with regards to resources, staff knowledge base
  and language and literacy facilitation skills
  across facilities.

4
WHY DO IT THIS WAY?

• The lecture or workshop model as a teaching
  strategy accommodates only certain adult learning
  styles. Many people learn more through
  demonstration.
• Time, scheduling and staffing constraints often
  prevent childcare facilities from being able to
  free up workshop time. Few childcares are able
  to offer a professional development program
  within the regular work day.
• Demonstrations were
• Based on a childcares chosen themes.
• Used some childcare resources where appropriate
  (particularly books), otherwise materials were
  purchased or prepared and given to the childcare.
• Designed to follow the regular routine to
  minimize disruptions.

5
WHAT DID WE ACTUALLY DO?

• Initially we met with the childcare supervisor to
  achieve the following
• To select three to four demonstration dates
  (within a 2-month time frame), noting the chosen
  themes for those dates.
• To discuss the age range of the children and the
  number of groups who would be involved over the
  series of demonstrations.
• To arrange to attend a meeting with the staff
  shortly after the initial demonstration.

6

• When we met with the childcare staff we
• Gave brief written and verbal information
  regarding speech, language and literacy norms for
  the preschool population.
• Briefly introduced the 6 Is (from the Hanen
  Learning Language and Loving It Program) and
  encouraged the childcare to enroll in the
  comprehensive program (also offered through SSN).
  

7

• Gave them the theme boxes for the up-coming
  themes (as per the initial discussion),
  explaining the contents, how it could be used and
  why and we encouraged the staff to add to and
  expand on these resources or merge them with
  existing theme boxes. They were also
  encouraged to go ahead and use the materials and
  not to wait for the demonstrations.
• Shared additional resources such as useful
  websites and material sources.
• Responded to their individual questions and
  comments.

8

• When we ran the Language Circles we
• Had 2 S-LPs who either took turns demonstrating
  activities or who took different roles within the
  same activity.
• Gave the children name badges to make our
  interactions with them more personal.
• Gave brief on-line explanations regarding the
  skill we were targeting at any given time.
• Were open to additional staff observing.
• Had fun!

9
WHAT WAS THE FEEDBACK?

• Some responses to the feedback questionnaire
  indicated that these demonstrations sparked
  renewed enthusiasm to design more creative circle
  time experiences.
• Some responded that the information was not new
  but was a welcomed refresher.
• Overall the staff indicated that the
  demonstrations were well-received and the theme
  boxes were an appreciated addition to their
  resources.