Use Signing to Advance Speech, Language and Communication — NOCN Vocationally-Related Qualification Childcare & Early Years Revision

    This element explores how the strategic use of sign supported English (SSE) enhances speech, language and communication development in children and young p

    Topic Synopsis

    This element explores how the strategic use of sign supported English (SSE) enhances speech, language and communication development in children and young people. It covers the practitioner's role in using signing to scaffold learning, promote early literacy through fingerspelling and visual phonics, and foster an inclusive, pro-social environment. The content emphasises practical application in early years settings to support diverse needs and value every child.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Use Signing to Advance Speech, Language and Communication

    NOCN
    vocational

    This element explores how the strategic use of sign supported English (SSE) enhances speech, language and communication development in children and young people. It covers the practitioner's role in using signing to scaffold learning, promote early literacy through fingerspelling and visual phonics, and foster an inclusive, pro-social environment. The content emphasises practical application in early years settings to support diverse needs and value every child.

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    Learning Outcomes
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    Assessment Guidance
    4
    Key Skills
    1
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    NOCN Level 2 Award in Using Signing to Support Speech, Language and Communication (QCF)

    Topic Overview

    The NOCN Level 2 Award in Using Signing to Support Speech, Language and Communication (QCF) is designed for learners working or volunteering in childcare and early years settings. It focuses on the practical application of signing systems, such as Makaton or British Sign Language (BSL) basics, to enhance communication with children who have speech, language, or communication needs. This qualification equips you with the skills to use signing alongside speech to support children's understanding, expression, and social interaction, particularly those with delayed language development or additional needs.

    In early years practice, communication is fundamental to children's learning and well-being. This award teaches you how to integrate signing into daily routines, stories, songs, and play, making interactions more inclusive. You will learn about the legal and ethical frameworks, such as the Equality Act 2010 and the SEND Code of Practice, which underpin inclusive practice. By the end of the course, you will be able to plan and deliver signing activities that promote language development, reduce frustration, and build confidence in children who struggle with verbal communication.

    This qualification sits within the broader context of supporting speech, language, and communication in early years. It complements other units on child development, observation, and assessment. Mastering signing not only benefits children with identified needs but also enhances overall communication in your setting, fostering a more inclusive environment. It is a practical, hands-on award that requires you to demonstrate your signing skills in real or simulated settings, making it directly applicable to your role as a childcare practitioner.

    Key Concepts

    Core ideas you must understand for this topic

    • →Signing systems: Understand the difference between Makaton (uses signs and symbols alongside speech) and BSL (a full language with its own grammar). For this award, you typically use a sign-supported speech approach, not a full sign language.
    • →Total Communication: An approach that combines speech, signing, symbols, body language, and other methods to meet individual communication needs. You must show how signing fits into this holistic framework.
    • →Key word signing: Signing only the most important words in a sentence (e.g., 'cat', 'drink') rather than every word. This reduces cognitive load and helps children focus on core meaning.
    • →Developmental stages: Know that children typically understand signs before they can produce them. You should adapt your signing to the child's developmental level, not just their age.
    • →Inclusive practice: Signing supports children with speech delays, hearing impairments, autism, or English as an Additional Language (EAL). You must consider each child's unique communication profile and work in partnership with parents and specialists.

    Learning Objectives

    What you need to know and understand

    • Know how the use of sign supported English promotes learning and development., Be able to use sign supported English to promote learning and development., Understand the role of signing and fingerspelling in the development of early literacy., Be able to demonstrate the role of sign supported English in providing an environment which values children and young people and encourages positive, pro-social behaviour.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate and consistent use of sign supported English during interactions with children, clearly linking signs to spoken words.
    • Assess for the ability to plan and implement a signing activity that specifically targets a developmental goal, such as vocabulary expansion or social turn-taking.
    • Look for evidence that the learner explains how signing supports early literacy, including phonemic awareness through fingerspelling and visual representation of language.
    • Credit should be given for showing how signing strategies are used to de-escalate conflict and encourage positive behaviour, with reflection on the child's response.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In practical assessments, narrate your actions: explain why you chose a particular sign and how it links to the child's learning objective.
    • 💡For written tasks, reference specific frameworks (e.g., EYFS areas of learning) to show how signing aligns with statutory requirements and developmental milestones.
    • 💡Build a portfolio that includes video evidence of signing interactions, annotated with timestamps highlighting effective practice and areas for improvement.
    • 💡During observations, ensure you demonstrate signing consistently across routines, not just in isolated activities, to show embedded practice.
    • 💡When demonstrating signing, always pair each sign with clear speech and natural facial expressions. Examiners look for consistency between your spoken words and signs, as well as appropriate eye contact and body language.
    • 💡In written assessments, use specific examples from your practice. For instance, describe how you signed 'more' and 'finished' during snack time to help a child with language delay request food. This shows application of theory to real settings.
    • 💡Know the legal context: Refer to the SEND Code of Practice (2015) and the Early Years Foundation Stage (EYFS) framework. Mentioning how signing helps meet the 'Communication and Language' prime area of learning will impress examiners.

    Common Mistakes

    Common errors to avoid in your coursework

    • Believing that using signing will delay or replace speech development, rather than understanding it as a bridge to spoken language.
    • Inconsistent or inaccurate signing that confuses children, particularly when signs do not match the spoken words being supported.
    • Failing to adapt signing to the child's developmental level, such as using complex fingerspelling with very young children who need concrete signs.
    • Overlooking the importance of facial expression and body language, which are integral to sign supported English and convey meaning.
    • Misconception: Signing will stop a child from learning to speak. Correction: Research shows that signing actually supports speech development by reducing frustration and providing a visual bridge to spoken language. It does not delay speech; it enhances communication.
    • Misconception: You need to be fluent in BSL to use signing in early years. Correction: This award focuses on using a limited set of signs (often Makaton) to support speech, not full BSL. You only need to learn signs relevant to daily routines, emotions, and key vocabulary.
    • Misconception: Signing is only for children with hearing impairments. Correction: While signing benefits deaf children, it is widely used for children with speech delays, autism, Down syndrome, and even typically developing children to boost early communication.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of child development from birth to five years, particularly language acquisition milestones.
    • •Familiarity with the principles of inclusive practice in early years settings, including the SEND Code of Practice.
    • •Some experience working or volunteering with young children, ideally in a nursery, preschool, or childminding setting.

    Key Terminology

    Essential terms to know

    • Know how the use of sign supported English promotes learning and development., Be able to use sign supported English to promote learning and development., Understand the role of signing and fingerspelling in the development of early literacy., Be able to demonstrate the role of sign supported English in providing an environment which values children and young people and encourages positive, pro-social behaviour.

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