Supporting Language Development in the Eyfs

INclusion is a human rights issue, based on the United Nations Convention on the Rights of the child. It is promoted by law and government policies. The child act 2004 provides the framework for Every Child Matters which aims to improve services for children and young people 0-19 years of age. The word inclusion has taken the place of the word integration where children with special educational needs are placed into mainstream settings and expected to fit in, inclusion enables the child to participate as fully as possible and everyone in the setting is expected to change.
The plans have been adapted slightly and I will talk about the reason for the adaption’s later on in this essay. To get to the planning stage, we first considered the physical environment both indoors and out, the emotional environment and conditions for learning and the wider environment which included the contribution made by other professionals. We held an initial meeting at the nursery between his key person, me and the settings other SENCO. We decided at this meeting that we may have to adapt the play environment or some games to enable full participation, but did not want to start worrying about creating the perfect environment; we had a positive attitude and responded to the child’s individual play needs. The planning for the room is done on a day to day basis, with some planned activities that are put in the week before. The plans that I have devised, are based on the child’s interest and the recommendations from the speech and language therapist. In the plans I have covered all areas of the EYFS, however I have concentrated more on his speech and language as this is the area of concern. The anecdotal evidence such as bizarre speech sounds and behaviour can sometimes give vital clues to the type of language difficulty a child may have and we gave all our evidence and observations to the parents to take with them to the drop in clinic.
I adapted the plan with the help of “I can” a...