Longitudinal Study Level 3 Childcare Early Years Developmental Checklist Template

This checklist template aims to develop speech, language, and communication skills in children. It includes strategies, activities, and theoretical perspectives to support accelerated learning. The template provides an enabling environment for children to learn and develop skills. It also includes differentiation techniques for children with additional needs.

Developmental Checklist
Template
Name
Area of Development: Speech, Language, and Communication
Child identifier (e.g., ‘child A’’) Child C
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2
8
Aim: (what do you want to find out?)
Help support Child A.K with speech, language, and communication
skills. This will enable Child A.K to interact more confidently with their
peers and develop their social skills. I want to support Child A.K in
developing their vocabulary and being able to speak more coherently.
I want to find Child A.K’s specific interests and identify if Child A.K
has a schema or a particular learning style. This will enable me to
plan activities that will stimulate their
interest.
Early Years
Outcomes
Development
Area:

Aspect Date and RAG
rate
Aspect: Date and RAG
rate

Summative Assessment
What are the needs of
this child? (Relate to the
area of development you
have observed, child’s
developmental stage,
interest, and need,
holistic development.)
Child A.K can be supported to develop speech and
communication skills by adopting some strategies :
It is important to know about the activities and
things that hold child A.K interest and a child's
interest better helps them to grow and develop the
skills effectively. For example; if child A.K seems
to be interested in playing with balls and tends to
repeat the activity of throwing and trying of
catching them. The continuous practice and interest
encourage him to do that activity more passionately
which leads him to grow skills of concentrating and
catching that ball. This particular schema can
facilitate child A.K to develop learning skills.
On the other hand; Practicing clear speech with
child A.K help him to model good speech.
Take the child out of the home. Talk to him, seek
his focus on the things and try to know what things
promote child A.K to think more and act
independently. Whether is it outside or inside the
environment that he loves to prefer.
Prefer to buy posters or cut pictures of favorite
things of child's interest that might motivate him to
say something about it (Brodin and Renblad, 2020).
Talk with the child and evaluate his understanding
by asking questions in between as well as motivate
a child to ask questions. Conversations can help to
know guardians about how much and how
frequently the child is learning. What things Child
A.K is learning better and faster?
Help child A.K to learn new words.
Provide good nutritional food to A.K that supports
the developing mind.
Next steps for the child:
How can you support
accelerated learning?
The next step will be to analyze and evaluate the
changes in skills in child A.K. If speech and
communication skills seem to be developed then
carry on with the strategies and try to communicate
more with the child. And if given strategies are not
showing any development it is important to know
about the field of interest of child A.K and try to
interact effectively (Miller, 2021).
Some ideas which help to boost language and
speech development in the early years of
development are:
 Reading books: Reading with children is
an effective way to improve their skills. It is
important to get them involved while sitting
with them, show them different pictures,
encourage them to chat, and comment about

plots and pictures.
 Show and tell: Perform different fun
activities with children, show them different
pictures, and ask them to pick up a toy and
talk about it. Promote them to be
descriptive about why they chose that toy,
and why did they like that (Sunderajan and
Kanhere, 2019). If they ask any query about
anything always try to explain things
correctly without manipulating answers.
Such practices make them curious and they
will ask more questions which makes them
interactive.
 Sing song: A strong link lies between early
language learning and singing. This activity
may prove to be very effective with babies
and young age children. Singing songs with
children develop skills to recognize and
differentiate sounds and rhymes which
extend their sense of acknowledging
vocabulary.
 Describing and guessing games: Involve
children in games in which they will be
given an object and ask them to describe it.
Gaming activities make them mentally and
physically active (Nikonova and Pavlova,
2018).
 Role play and pretending games: Role
play includes the activity of including
children and getting them to dress up like
their favorite character and act in a play,
encouraging them to describe the character
they are playing, and what they like about
the character. Put children in an imaginary
situation and ask them to act like what they
consider their character would do in a given
situation. Role play helps them in making
plots and develops their cognitive skills as
well.
 Explore rhythms and rhymes: Learning to
identify rhymes is a significant part of
language development. Exploring rhymes
support to the development of phonological
awareness skills among children and help
them to learn reading skills. Repeating
rhymes and poems in front of them makes
them learn the poem completely and
encourages them to join while reciting
poems.

Learner
Name:
Learner Signature:
Assessors
name:
Assessor sign:

Narrative observation- Cycle 1
Name: Date:
Area of development: Speech, language, and
communication
Child identifier (Child A)
 Child A.K was observed to develop clear speech.
 He has been observed to become expressive.
 He has observed that he tries to talk about things he
observes, which he finds interesting.
 Child A.K has been observed to spend more of his
time playing with his favorite toys.
C
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Method: Practice,
evaluation
 By practicing
and indulging
him in
developing clear
speech while
talking.
 By identifying
child A.K's field
of interests.
 By taking him
out and trying to
identify which
environment
makes child A.K
happier and
facilitates
learning skills.
Aim:
(Provide a clear statement about what you intend
to do/what you want to find out about)
The objective is to develop the skills of communication
and speech in 2.5 years young child.

Observation:
(You may wish to use additional sheets)
Strategies adopted to develop skills of communication,
language, and speech in the child show many positive
changes in the child and he seems to be active enough and
show interest in activities conducted for them. He tries to
describe things and express feelings about different toys he
has (Feldman, 2019). He pushes her mother for role play
and tries to follow the character he is playing. He always
seems to be curious about touching and playing with new
things. He tries to communicate through clear speech. Such
developmental changes show activity conducted by child
A.K, as well as improvement in learning and
communication skills.

Activity Plan no: Cycle 1
Name: Pin:
Date and Time of Plan:
Child Identifier (e.g., “Child A”): Child
A.K
Child’s Age: 12 months
Resources: Describe how you will provide an
enabling
environment: (consider health and
safety)
Aim: (What areas of development/learning will the activity promote? Make links
to the
curriculum/framework and other areas of learning/development)
The activity will promote the learning skills of speech, and language. Development of
communication and speech develop cognitive skills as well which promote better thinking,
imagination, reading, and learning. Communicate with child A.K and learn him about following
good and hygienic practices like habits of washing hands, stopping touching diapers, scolding
child A.K when he put dirty hands in his mouth, etc. Learning and scolding over unhygienic
practices helps the child to learn and make them conscious about ignoring repeating such things.
Continuous practice can develop the skills of following good and hygienic practices in the daily
routine.
Theoretical perspectives that have influenced your plan:
Two theoretical perspectives that have influenced planning are Maria Montessori's approach and
BF Skinner's theory(Meredith and Catherine, 2020).
Maria Montessori's approach encourages early childhood educators toward self-directed learning.
It helps in promoting them to think and act independently, develop self-confidence, foster
intellectual growth, and develop critical thinking. Child A.K when prefer to take out for a walk or
picnic. He has been observed to be more happy and cheerful. He tends to focus on things, is eager
to touch them, talk about them, etc. He exhibits the nature of self-directed learning by just seeing
things, and is cheerful to see children of similar age. The basis of Montessori theory, there
mentions five various categories that believe to be experienced by children till the age of 6 years
and those are: Sensory skills, social skills, order, movement, and language.
B.F Skinner's theory proposed that children learn and develop understanding from outcomes of
behavior. Skinner explains that if a behavior is followed by a boost, that behavior has more
chances to get repeated, but if a behavior is followed to give a wrong outcome or punishing
behavior, it is less likely to be repeated. Skinner frames the theory by predicting the responses
exhibited by people to external stimuli. When child A.K was playing with sand, it get to his eye
that irritated him a lot, and made him cry after that child A.K ignored to touch and play with sand.
But when child A.K has been given an ice cream by her mother he was so happy and felt the taste
very pleasant. After that, he usually seems to demand ice cream. B.F Skinner's theory involves
reinforcers, neutral operants, and punishers (Mpella et. al., 2019).

Your Role/ role of others: (Teaching and learning strategies/ scaffolding, supporting
children)
Strategies adopted by teachers in promoting and developing skills in children in
terms of language and speech are:
Language
 Prefer scaffolding techniques in teaching that include a series of
questionnaires.
 Consolidate the interest of students into speech and communication,
 Prefer active listening while talking with student (Firmansyah, 2018).
 Make sure that students knows an appropriate way to express their feelings,
needs, and wants.
 Ensure to operate at the pace of students.
 Represent only one concept at a time.
 Welcome open-ended queries.
 Encourage the activities of writing and reading on daily basis.
Speech
 Be a good speech model.
 Communicate personally with students.
 Motivate them to speak and describe their thoughts about anything.
 Use gesture that makes them feel like they are being listened.
 Be careful about words one using in front of children.
 Encourage student to participate in school activities.

Differentiation: (Ways in which the activity can be adapted for children with
different/additional needs)
Differentiation: Different ways can be adopted to incorporate additional skills in
children. Some activities that can be performed are: Prefer to take children out for
picnics and trips, Motivate them to participate in society and learn them cultural
activities (Stebljuk and et. al., 2021).
Description of play activity/opportunity:
Description: Play activities are: Toys, prefer to perform water fun activities, Cycle
them physically, physical activities, involve them in singing, and rhyming.
Reflection: (What have you learned about planning, differentiation and the enabling
environment, your own professional development needs? Looking at theoretical
perspectives on reflection may be useful)
Reflection: I have learn the importance of participation within children. I have
analyzed that children can be promoted to participate in activities and it is possible
to develop quality interactive, communicative, and speech skills in them by
applying external force on it by parents and teachers (Kelly and et. al., 2019). That is
why responsible people should be so conscious about their children' interests.

REFERENCES
Books and journals
Brodin, J. and Renblad, K., 2020. Improvement of preschool children’s speech and language
skills. Early child development and care, 190(14), pp.2205-2213.
Feldman, H.M., 2019. How young children learn language and speech. Pediatrics in review, 40(8),
pp.398-411.
Firmansyah, D., 2018. Analysis of language skills in primary school children (study development of
child psychology of language). PrimaryEdu: Journal of Primary Education, 2(1), pp.35-44.
Kelly, R.S., Boulin, A., Laranjo, N., Lee-Sarwar, K., Chu, S.H., Yadama, A.P., Carey, V., Litonjua,
A.A., Lasky-Su, J. and Weiss, S.T., 2019. Metabolomics and communication skills
development in children; evidence from the ages and stages questionnaire. Metabolites, 9(3),
p.42.
Meredith, L.R. and Catherine, E.S., 2020. Analyzing input quality along three dimensions:
Interactive, linguistic, and conceptual. Journal of Child Language, 47(1), pp.5-21.
Miller, E.A., 2021. Cognitive Flexibility Growth Patterns and Speech and Language Skills Among
School Age Children. Alfred University.
Mpella, M., Evaggelinou, C., Koidou, E. and Tsigilis, N., 2019. The Effects of a Theatrical Play
Programme on Social Skills Development for Young Children with Autism Spectrum
Disorders. International Journal of Special Education, 33(4), pp.828-845.
Nikonova, N.A. and Pavlova, U.B., 2018. The Speech Comprehension Skill Development in
Children with ASD of Preschool and Primary School Age. Autism and Developmental
Disorders, 16(1), pp.18-21.
Stebljuk, S., Bondarenko, Y., Torop, K., Yarmola, N., Kuzava, I. and Shulzhenko, D., 2021.
Formation of Communication Skills in Junior Schoolchildren with Intellectual Disabilities in
the Conditions of Inclusive Education. BRAIN. Broad Research in Artificial Intelligence and
Neuroscience, 12(4), pp.329-345.
Sunderajan, T. and Kanhere, S.V., 2019. Speech and language delay in children: Prevalence and risk
factors. Journal of family medicine and primary care, 8(5), p.1642.