Children with communication and interaction needs have varying levels of difficulties across different areas of language development. The needs might include difficulties with spoken language, forming relationships and understanding nonverbal cues. Some children with needs in this area may also have a diagnosis of Autism
Some difficulties will be short-term, but others will be more permanent and remain throughout childhood and adult life. Every child will be different and it is important that needs are identified as early as possible so that the right support can be put into place. All practitioners working with children must take a strengths-based approach and celebrate individual skills and successes, to help them establish a positive perception of self.
EYFS learning and development links
- Communication and language: Listening, attention and understanding
- Communication and language: Speaking
- Personal, Social and Emotional Development
- Physical Development
Speech, Language and Communication Needs
In the Early Years Foundation Stage (EYFS), children are developing the foundational skills of communication, which are crucial for their learning, social interactions, and emotional development. Some children may experience difficulties in these areas, known as Speech, Language, and Communication Needs (SLCN). These challenges can impact a child’s ability to understand and express themselves.
SLCN refers to difficulties or differences in the way children communicate. These can affect speech, language, and social communication. Children rely on their ability to understand words, express themselves clearly, and interact with others to make sense of their world and build relationships.
- Speech difficulties may include difficulties with pronouncing words clearly, dysfluency (stammering), or making sounds correctly.
- Language difficulties refer to challenges in understanding what others are saying or expressing thoughts and ideas clearly. A child may struggle to follow instructions, understand stories, or use words in conversations.
- Social communication difficulties involve understanding social rules, such as taking turns in conversation, understanding body language, or knowing how to make friends. Some children may find it difficult to engage with peers, respond to social cues, or participate in group activities.
Some children may have Developmental Language Disorder (DLD) which are long-term challenges with understanding or using language. DLD affect how children learn and interact. It’s important to recognise when a child’s struggles with language might go beyond typical development. There is a well-researched link between language and behaviour, however, SEMH needs are often more likely to be identified as behaviour can mask underlying communication needs
Some children may express themselves in ways that are unique to their own neurodiversity, including behaviours and traits often associated with Autism which can affect communication and social interaction. They may need additional support with: understanding and using language in social situations, coping with sensory overload (for example, reacting strongly to loud noises or bright lights) and following routines or adapting to changes.
Promoting inclusion for all children
It’s important to create an inclusive environment where all children are valued and supported. A focus on supporting neurodiversity means recognising and celebrating that all children have different ways of learning and communicating. This includes verbal and non-verbal communication, such as gestures, facial expressions, and body language, as well as joint attention (which can be supported through intensive interaction). By understanding and respecting these differences, we can help each child succeed in their own way, ensuring they have equal opportunities to develop and thrive.
Early identification and support
Early identification is key. The earlier a child’s needs are recognised, the sooner targeted support can be provided, which can make a huge difference in their development. Children with SLCN need a nurturing, language-rich environment where they are encouraged to express themselves and interact with others in a variety of ways. Supporting children with SLCN is most effective when families are involved. Encourage open communication with parents and carers to understand the child’s communication style and what strategies work best at home.
If a child is not making expected progress despite high-quality teaching and differentiation, practitioners should consider ‘additional to’ or ‘different from’ support. The SEND Code of Practice and EYFS principles work together through the graduated approach: assess, plan, do, review. This ensures that provision is tailored and reviewed regularly. The guidance within the Targeted Support Framework for the early years provides additional support when tailoring provision to meet individual children’s needs.
Early Communication and Language Monitoring Tool
The Early Communication Language Monitoring Tool (ECLMT) outlines key milestones in speech, language and communication development to support identification of children’s needs in the Early Years Foundation Stage. The purpose of the ECLMT is to help assess a child’s level of development to make informed decisions about what the child needs to learn and be able to do next.