The importance of language, speech and communication for children’s well-being, learning and development

Pwysigrwydd iaith, lleferydd a chyfathrebu i les, dysgu a datblygiad plant

Classroom

Speech, language and communication skills allow children to:

  • Interact with others
  • Make sense of everyday experiences
  • Receive information and understand concepts
  • Organise the mind and think of ideas
  • Express feelings and understand the feelings of others.

Speech, language and communication can include the following:

  • Non-verbal communication
  • Thinking
  • Listening
  • Speaking
  • Reading
  • Writing.

The table below shows how speech, language and communication support children's well-being, learning and development.

Aspect of development How do speech, language and communication skills support children's well-being, learning and development?
Social development
  • Enable children to express their feelings e.g. if a child feels frustrated or anxious.
  • Help children to form relationships with other children and adults. Children need to know how to speak and listen to each other in order to make and keep friends.
  • Use and understand facial expression when interacting with others e.g. smiling.
Emotional development
  • Babies develop an attachment to their main carer by using facial expression and sounds to communicate
  • An understanding of the needs of others
  • Use of body language to express feelings e.g. folding their arms to show they are cross
  • Develop emotions by accessing the language to describe how they feel.
Cognitive development
  • Babies use sounds and facial expression to communicate their needs
  • Use of language to create connections e.g. by discussing colours when painting
  • Ask questions and make sense of the answers
  • Use of language to express ideas
  • Listen to instructions or a story
  • Help children to think and plan e.g. think about a game and plan the rules.
Behaviour
  • Understand the setting's rules or the rules for a specific game
  • Understand acceptable and unacceptable behaviour
  • Enable children to express their feelings e.g. if a child feels frustrated or anxious
  • Help children to understand the feelings of others or to explain their own feelings in order to manage their behaviour.

Mae sgiliau lleferydd, iaith a chyfathrebu yn galluogi plant i:

  • Ryngweithio ag eraill
  • Gwneud synnwyr o brofiadau bob dydd
  • Derbyn gwybodaeth a deall cysyniadau
  • Trefnu’r meddwl a ffurfio syniadau
  • Mynegi teimladau a deall teimladau eraill.

Gall lleferydd, iaith a chyfathrebu cynnwys y canlynol:

  • Cyfathrebu di-eiriau
  • Meddwl
  • Gwrando
  • Siarad
  • Darllen
  • Ysgrifennu.

Mae’r tabl isod yn dangos sut mae lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant.

Agwedd o ddatblygiad Sut mae sgiliau lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant?
Datblygiad cymdeithasol
  • Galluogi plant i fynegi eu teimladau e.e. os oes plentyn yn teimlo’n rhwystredig neu’n bryderus.
  • Cefnogi plant i greu perthnasoedd gyda phlant eraill ac oedolion. mae angen i blant wybod sut i siarad a gwrando ar ei gilydd er mwyn gwneud a chadw ffrindiau.
  • Defnyddio a deall mynegiant yr wyneb wrth ryngweithio ag eraill e.e. gwenu.
Datblygiad emosiynol
  • Babanod yn datblygu ymlyniad gyda’r prif ofalwr wrth ddefnyddio mynegiant yr wyneb a synau i gyfathrebu.
  • Dealltwriaeth o anghenion eraill.
  • Defnyddio iaith y corff i fynegi teimladau e.e. croesi dwylo i ddangos eu bod yn flin.
  • Datblygu emosiynau drwy gael yr iaith i ddisgrifio sut y maent yn teimlo.
Datblygiad gwybyddol
  • Babanod yn defnyddio synau a mynegiant yr wyneb i gyfathrebu eu hanghenion.
  • Defnyddio iaith i wneud cysylltiadau e.e. drwy drafod lliwiau wrth beintio.
  • Gofyn cwestiynau a gwneud synnwyr o’r atebion.
  • Defnyddio iaith i fynegi syniadau.
  • Gwrando ar gyfarwyddiadau neu stori.
  • Cefnogi plant i feddwl a chynllunio e.e. meddwl am gêm a chynllunio rheolau.
Ymddygiad
  • Deall rheolau’r lleoliad neu reolau gêm benodol.
  • Deall ymddygiad derbyniol ac annerbyniol.
  • Galluogi plant i fynegi eu teimladau e.e. os oes plentyn yn teimlo’n rhwystredig neu’n bryderus.
  • Cefnogi plant i ddeall teimladau eraill neu esbonio teimladau eu hunain er mwyn rheoli eu hymddygiad.

The importance of language, speech and communication for children’s well-being, learning and development

Drag the statements about how language, speech and communication support children's well-being, learning and development to the correct column. Statements may be dragged to more than one column.

Pwysigrwydd iaith, lleferydd a chyfathrebu i les, dysgu a datblygiad plant.

Llusgwch y datganiadau am sut mae iaith, lleferydd a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant i’r golofn gywir. Gellir llusgo datganiad i fwy nag un golofn.

How do speech, language and communication skills support children's well-being, learning and development?

Sut mae sgiliau lleferydd, iaith a chyfathrebu yn cefnogi lles, dysgu a datblygiad plant?





          The impact of speech, language and communication difficulties on the development of children

          Effaith anawsterau iaith, lleferydd a chyfathrebu ar ddatblygiad plant.

          Child speech therapy

          Considering how speech, language and communication affects each development area, the effects on children with language difficulties can be considerable. Speech, language and communication difficulties can affect the development of children in many ways, including:

          • children are unable to pronounce words correctly so people misunderstand them
          • speech difficulties mean that children need to repeat themselves which they find frustrating
          • children may become frustrated or aggressive as they are unable to express their feelings
          • problems with learning to read - unable to recognise sounds at the beginning of words
          • unable to understand what is being said and therefore doing things wrong e.g. when following instructions or rules
          • missing out on learning opportunities as they do not understand what is being said e.g. when listening to a story or a song
          • difficulties in learning new things
          • unable to convey their ideas, wishes, feelings or needs due to a lack of language
          • frustrated or uncooperative behaviour
          • difficulties in making and keeping friends
          • difficulties in playing with others and other children may avoid them
          • low confidence and self-esteem
          • shyness or loneliness
          • a feeling of failure.

          Gan ystyried sut mae lleferydd, iaith a chyfathrebu yn effeithio ar bob maes o ddatblygiad, gall yr effeithiau ar gyfer plant sydd ag anawsterau iaith fod yn sylweddol. Mae ystod eang o ffyrdd gall anawsterau lleferydd, iaith a chyfathrebu effeithio ar ddatblygiad plant gan gynnwys:

          • plant heb fod yn gallu ynganu geiriau yn gywir felly pobl yn eu camddeall
          • anawsterau lleferydd yn golygu bod angen i blant ailadrodd eu hunain gan eu gwneud yn rhwystredig
          • gall plant fod yn rhwystredig neu'n ymosodol gan nad ydynt yn gallu mynegi eu teimladau
          • problemau wrth ddysgu darllen - methu adnabod synau ar ddechrau geiriau
          • methu â deall yr hyn sy’n cael ei ddweud felly gwneud pethau’n anghywir e.e. wrth ddilyn cyfarwyddiadau neu reolau
          • methu cyfleoedd dysgu gan nad ydynt yn deall yr hyn sy’n cael ei ddweud e.e. wrth wrando ar stori neu gân
          • anodd dysgu pethau newydd
          • methu a chyfleu eu syniadau, dymuniadau, teimladau neu anghenion oherwydd diffyg iaith
          • ymddygiad rhwystredig neu anghydweithredol
          • anawsterau gwneud a chadw ffrindiau
          • anawsterau chwarae gydag eraill a gall plant eu hosgoi
          • hyder a hunan-barch isel
          • swildod neu unigrwydd
          • teimlad o fethiant.

          The impact of speech, language and communication difficulties on the development of children

          How can language, speech and communication difficulties affect the development of children? Note down your ideas on the diagram.

          Effaith anawsterau iaith, lleferydd a chyfathrebu ar ddatblygiad plant.

          Sut all anawsterau iaith, lleferydd a chyfathrebu effeithio ar ddatblygiad plant? Nodwch eich syniadau ar y diagram.

          The impact of speech, language and communication difficulties on the development of children. Effaith anawsterau iaith, lleferydd a chyfathrebu ar ddatblygiad plant.

          Possible answers

          • children are unable to pronounce words correctly so people misunderstand them
          • speech difficulties mean that children need to repeat themselves which they find frustrating
          • children may become frustrated or aggressive as they are unable to express their feelings
          • problems with learning to read - unable to recognise sounds at the beginning of words
          • unable to understand what is being said and therefore doing things wrong e.g. when following instructions or rules
          • missing out on learning opportunities as they do not understand what is being said e.g. when listening to a story or a song
          • difficulties in learning new things
          • unable to convey their ideas, wishes, feelings or needs due to a lack of language
          • frustrated or uncooperative behaviour
          • difficulties in making and keeping friends
          • difficulties in playing with others and other children may avoid them
          • low confidence and self-esteem
          • shyness or loneliness
          • a feeling of failure.

          Atebion awgrymedig

          • plant heb fod yn gallu ynganu geiriau yn gywir felly pobl yn eu camddeall
          • anawsterau lleferydd yn golygu bod angen i blant ailadrodd eu hunain gan eu gwneud yn rhwystredig
          • gall plant fod yn rhwystredig neu'n ymosodol gan nad ydynt yn gallu mynegi eu teimladau
          • problemau wrth ddysgu darllen - methu adnabod synau ar ddechrau geiriau
          • methu â deall yr hyn sy’n cael ei ddweud felly gwneud pethau’n anghywir e.e. wrth ddilyn cyfarwyddiadau neu reolau
          • methu cyfleoedd dysgu gan nad ydynt yn deall yr hyn sy’n cael ei ddweud e.e. wrth wrando ar stori neu gân
          • anodd dysgu pethau newydd
          • methu a chyfleu eu syniadau, dymuniadau, teimladau neu anghenion oherwydd diffyg iaith
          • ymddygiad rhwystredig neu anghydweithredol
          • anawsterau gwneud a chadw ffrindiau
          • anawsterau chwarae gydag eraill a gall plant eu hosgoi
          • hyder a hunan-barch isel
          • swildod neu unigrwydd
          • teimlad o fethiant.

          The importance of early intervention and how multi-agency team work together to support language, speech and communication problems

          Ymyrraeth a chefnogaeth o ran oedi mewn iaith, lleferydd a chyfathrebu

          Additional learning needs

          As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.

          With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.

          As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.

          When language, speech and communication difficulties are identified, a number of agencies can work together in order to meet the child's needs. These support services include:

          Health visitor – parents/carers who are concerned about their child's language may contact the health visitor. The child may be referred for a hearing test or to a speech, language and communication therapist.

          Speech, language and communication therapist – their work includes the assessment, treatment and development of personal plans to support children. They also work closely with parents/carers and childcare workers to support children by providing training to those who are involved with the child.

          Portage Worker – a home support service for pre-school children with additional needs that also offers support and assistance to the parents/carers.

          Staff at the setting – staff at the setting will need to work with parents/carers and other services in order to understand children's specific needs and to give individual support.

          One-to-one support at the setting – children with language, speech and communication needs may be given a member of staff to provide individual support. These staff may be given additional training, for example with Makaton.

          Additional Learning Needs Co-odrinator (ALNCo) – responsible for managing Additional Learning Needs in the school, working closely with the staff, parents/carers and carers and other agencies.

          Educational psychologist – a child with language, speech and communication difficulties may be assessed by an educational psychologist.

          Family doctor (GP) – parents/carers who are concerned about their child's language may contact their GP. The child may be referred for a hearing test or to a speech, language and communication therapist.

          Further readinghttps://bit.ly/2NVfjw1

          Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.

          Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.

          Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith bositif ar eu lles.

          Pan fydd anawsterau iaith, lleferydd a chyfathrebu yn cael eu hadnabod gall nifer o asiantaethau gydweithio er mwyn ateb anghenion y plentyn. Rhai o’r gwasanaethau sy’n cefnogi yw:

          Ymwelydd iechyd – gall rieni sy’n pryderu am iaith eu plentyn gysylltu â’r ymwelydd iechyd. Gellir cyfeirio’r plentyn am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.

          therapydd iaith a lleferydd, iaith a chyfathrebu – eu gwaith yw asesu, trin a datblygu cynlluniau personol i gefnogi plant. Maent hefyd yn cydweithio’n agos â rhieni/gofalwyr ac gweithiwyr gofal plant i gefnogi plant trwy hyfforddi'r rheini sy'n ymwneud â'r plentyn.

          Gweithiwr Portage – gwasanaeth cymorth yn y cartref ar gyfer plant cyn-ysgol sydd ag anghenion ychwanegol ac sy’n cynnig cymorth a chefnogaeth i'r rhieni/gofalwyr.

          Staff y lleoliad – bydd staff y lleoliad angen cyd-weithio â rhieni/gofalwyr a gwasanaethau eraill er mwyn deall anghenion penodol y plant er mwyn rhoi cefnogaeth unigol iddynt.

          Cefnogaeth un i un yn y lleoliad – gall plant sydd ag anghenion iaith, lleferydd a chyfathrebu gael aelod o staff sy’n eu cefnogi yn unigol. Gall y staff yma gael hyfforddiant ychwanegol, er enghraifft, gyda Makaton.

          Cydlynydd Anghenion Dysgu Ychwanegol (ALNCo) – sy’n gyfrifol am reoli Anghenion Dysgu Ychwanegol o fewn yr ysgol, gan weithio’n agos gyda staff, rhieni a gofalwyr ac asiantaethau eraill.

          Seicolegydd addysg – gall plentyn sydd ag anawsterau iaith, lleferydd a chyfathrebu gael eu hasesu gan seicolegydd addysg.

          Meddyg teulu – Gall rhieni/gofalwyr sy'n pryderu am iaith eu plentyn gysylltu â’r meddyg teulu. Gall y plentyn gael ei gyfeirio am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.

          Darllen pellachhttps://bit.ly/2NVfjw1

          The importance of early intervention for language, speech and communication problems

          Drag the correct word into the space in order to complete the sentences about the importance of early intervention with regard to supporting language, speech and communication disorders and associated issues.

          Ymyrraeth a chefnogaeth o ran oedi mewn iaith, lleferydd a chyfathrebu

          Llusgwch y gair cywir i’r bwlch er mwyn gorffen y brawddegau am bwysigrwydd ymyrryd yn gynnar o ran cefnogi iaith, lleferydd a chyfathrebu ac anhwylderau cysylltiedig.

          Your Answers

          As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.

          With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.

          As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.

          Correct answers

          As language, speech and communication skills are very important with regard to children's educational development, behaviour and self-respect, it is essential to identify problems and to intervene at an early stage.

          With the right support at the right time, children with language, speech and communication difficulties can progress and the long-term effects can be mitigated. Many children can even catch up with early identification and intervention.

          As young children's brains are still developing, identifying the problem and giving the early support that is needed can have a significant effect. By identifying the difficulties, childcare workers can help children to improve their communication which will have a positive effect on their well-being.

          Eich ateb

          Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.

          Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.

          Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith positif ar eu lles.

          Atebion cywir

          Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch plentyn mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig.

          Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd a gall yr effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth adnabod anawsterau ac ymyrryd yn gynnar.

          Gan fod ymennydd plant ifanc yn parhau i ddatblygu mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaithfawr. Wrth adnabod yr anawsterau gall gweithiwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith positif ar eu lles.

          How multi-agency teams work together to support speech, language and communication development

          Drag the service that supports children’s language, speech and communication needs to the correct description.

          Llusgwch y gwasanaeth sy’n cefnogi anghenion iaith, lleferydd a chyfathrebu plant i’r disgrifiad cywir.

                Support from adults and how play and activities can be used to support the development of speech, language and communication skills

                Cefnogaeth gan oedolion a sut y gall chwarae a gweithgareddau gefnogi datblygiad iaith, lleferydd a chyfathrebu.

                Clapping to a song

                In order to support children's language, speech and communication development, it is important:

                • that children spend time with people who speak fluently, so that they hear the language patterns they are trying to learn
                • to ensure a stimulating environment that encourages the children to speak
                • to praise and encourage to support language, speech and communication development
                • that adults emphasise the positive aspects when young children try to develop their language, speech and communication skills and that they encourage them to try new experiences and activities
                • that children build confidence and self-respect by being praised and rewarded for their efforts and success.

                Adults need to ensure that they have the children's attention in order to support their language, speech and communication development. The children's names should be used to demand their attention and the adults should kneel down when speaking to them rather than looking down on them.

                In areas where the children are listening to stories and they need to listen and concentrate, try to ensure there are as few visual distractions as possible so that the children can concentrate, and try to arrange the session so that any background noise is minimal during group periods.

                Books provide opportunities for children to develop their language, so they should be encouraged to look at books or to read books, depending on their age and development stage. Children enjoy listening to the same stories and repetition is useful to develop vocabulary and understanding of the stories. Puppets may be used to repeat stories and children will enjoy making their own puppets.

                Language is often repeated in songs and rhymes so children learn language by listening and singing and reciting. Repeating words and rhymes can help children to learn new vocabulary. Some children may be shy in a group situation, therefore songs can often enable less confident children to join in. Singing slowly allows the children to listen and to follow the words. Singing and reciting rhymes using actions or small movements helps children to make connections between the words and the meaning of words. This can be very useful for children with communication difficulties.

                Using simple language, speaking slowly and emphasising key words can help children to learn new words. This can be done through play, for example, playing with zoo animals, "you've got the elephant, I've got the tiger", "the tiger runs fast". The words should be reinforced with actions and facial expressions. When reinforcing and expanding language, childcare workers can introduce new words associated with size or colour, for example, the big red bus or the small blue bike.

                The children need to be given enough time to respond when communicating. Adults can sometimes be too quick to fill in the gaps and speak on behalf of the children before they have had the opportunity to process, think, plan and respond. It is important to remember that children need time to respond before giving them help or repeating the question. Children can take up to 10 second to respond when communicating.

                An important factor with regard to motivating and extending children's speech is to ask them questions. Open-ended questions encourage longer answers and can help the children to think, for example, "Where do you want to play?" However, the use of closed questions can encourage children with limited language skills to speak, for example, "Do you like playing with the sand?"

                Children's language, speech and communication development can be supported by providing play opportunities such as role play. Role play is an excellent way of extending children's linguistic skills and encouraging them to communicate. Children can explore role play areas and learn how to play with other children. As children role play, they will use new language, for example, when answering the phone at the surgery. childcare workers need to model the language required first of all by playing with the children. Mud kitchens are another way of offering role play situations that enable the child to take control of their play.

                Art and craft activities support the development of language, speech and communication as the children discuss what they are doing. Large scale painting allows more interaction with other children as they discuss their ideas and large rolls of wallpaper can be provided so that the children can paint with their friends.

                Activities that are part of the daily routine are an effective way of supporting children's language, speech and communication. childcare workers can speak to the children or sing to them as part of their care, for example, when washing hands or brushing teeth.

                Er mwyn cefnogi datblygiad iaith, lleferydd a chyfathrebu plant mae’n bwysig:

                • bod plant yn treulio amser gyda phobl sy’n siarad yn rhugl, er mwyn clywed y patrymau iaith y maent yn ceisio’u dysgu
                • cael amgylchedd ysgogol sy’n annog plant i siarad
                • rhoi canmoliaeth ac anogaeth wrth gefnogi datblygiad iaith, lleferydd a chyfathrebu
                • bod oedolion yn pwysleisio’r agweddau positif wrth i blant ifanc ymdrechu i ddatblygu sgiliau iaith, lleferydd a chyfathrebu a’u hannog i roi cynnig ar brofiadau a gweithgareddau newydd
                • bod plant yn ennill hyder a hunan-barch trwy dderbyn canmoliaeth a gwobrwyon am eu hymdrechion a’u llwyddiant.

                Mae angen i oedolion sicrhau sylw plant er mwyn cefnogi eu datblygiad iaith, lleferydd a chyfathrebu. Dylid defnyddio enwau plant er mwyn mynnu eu sylw a dylid plygu wrth siarad â hwy yn hytrach nag edrych i lawr arnynt.

                Mewn ardaloedd lle mae plant yn gwrando ar straeon ac mae angen iddynt wrando a chanolbwyntio, ceisiwch leihau’r gwrthdyniadau gweledol er mwyn i blant allu canolbwyntio, a cheisiwch drefnu'r sesiwn fel bod sŵn cefndirol yn cael ei leihau ar adegau grŵp.

                Mae llyfrau yn darparu cyfleoedd i blant ddatblygu iaith, felly dylid annog plant i edrych ar neu ddarllen llyfrau, yn dibynnu ar eu hoed a'u cyfnod o ddatblygiad. Mae plant yn mwynhau gwrando ar straeon dro ar ôl tro ac mae'r ailadrodd yn ddefnyddiol wrth ddatblygu geirfa a dealltwriaeth o’r straeon. Gellir defnyddio pypedau er mwyn ail-adrodd straeon a bydd plant yn mwynhau gwneud pypedau eu hunain.

                Mae iaith yn aml yn cael ei ailadrodd mewn caneuon a rhigymau felly mae plant yn dysgu iaith drwy wrando a chanu ac adrodd. Gall ailadrodd geiriau a phenillion helpu plant i gaffael geirfa newydd. Gall rhai plant fod yn swil mewn sefyllfa grŵp felly mae caneuon yn aml yn galluogi plant sy'n llai hyderus i ymuno. Mae canu yn araf yn caniatáu i blant wrando a dilyn y geiriau. Mae canu ac adrodd rhigymau sy’n defnyddio ystumiau neu symudiadau bach yn helpu plant i wneud cysylltiad rhwng y geiriau ag ystyr y geiriau. Mae hyn yn gallu bod yn ddefnyddiol iawn i blant sydd ag anawsterau cyfathrebu.

                Bydd defnyddio iaith syml, siarad yn araf a phwysleisio geiriau allweddol yn helpu plant i ddysgu geiriau newydd. Gallai hyn ddigwydd wrth iddynt chwarae, er enghraifft chwarae gydag anifeiliaid sw, "mae gennyt ti’r eliffant, mae gen i'r teigr", "mae’r teigr yn rhedeg yn gyflym”. Dylid atgyfnerthu’r geiriau gydag ystumiau a mynegiant yr wyneb. Wrth atgyfnerthu ac ehangu iaith, gall gweithiwyr gofal plant ychwanegu geiriau newydd sy'n gysylltiedig â maint neu liw, er enghraifft y bws mawr coch, neu’r beic bach glas.

                Mae angen rhoi digon o amser i blant ymateb wrth gyfathrebu. Gall oedolion weithiau fod yn rhy gyflym i lenwi'r bwlch a siarad dros y plant cyn iddynt gael cyfle i brosesu, meddwl, cynllunio ac ymateb. Mae'n bwysig cofio bod angen amser ar blant i ymateb cyn rhoi cymorth iddynt neu ofyn y cwestiwn eto. Gall blant gymryd hyd at 10 eiliad i ymateb wrth gyfathrebu.

                Rhan bwysig o ysgogi ac ymestyn lleferydd plant yw gofyn cwestiynau iddynt. Mae cwestiynau penagored yn annog atebion hirach ac yn gallu helpu plant i feddwl, er enghraifft “Ble wyt ti eisiau chwarae?” Fodd bynnag, gall defnyddio cwestiynau caeedig annog plant gydag iaith gyfyngedig i siarad, er enghraifft “Wyt ti’n hoffi chwarae gyda’r tywod?”

                Gellir cefnogi datblygiad iaith, lleferydd a chyfathrebu plant trwy ddarparu cyfleoedd chwarae megis chwarae rôl. Mae chwarae rôl yn ffordd wych i ymestyn sgiliau ieithyddol plentyn ac annog plant i gyfathrebu. Gall plant archwilio ardaloedd chwarae rôl a dysgu sut i chwarae â phlant eraill. Wrth i blant chwarae rôl byddent yn defnyddio iaith newydd, er enghraifft wrth ateb ffôn yn y feddygfa. Mae angen i gweithiwyr gofal plant fodelu’r iaith sydd i’w defnyddio yn gyntaf drwy chwarae gyda’r plant. Mae ceginau mwd yn ffordd arall o gynnig sefyllfaoedd chwarae rôl sy'n galluogi'r plentyn i gael rheolaeth dros eu chwarae.

                Mae gweithgareddau celf a chrefft yn cefnogi datblygiad iaith, lleferydd a chyfathrebu wrth i blant siarad am yr hyn maent yn ei wneud. Mae peintio ar raddfa fawr yn caniatáu mwy o ryngweithio â phlant eraill wrth iddynt drafod eu syniadau a gellid darparu rholiau mawr o bapur wal er mwyn i blant beintio gyda'u ffrindiau.

                Mae gweithgareddau sy’n rhan o’r drefn ddyddiol yn ffordd effeithiol o gefnogi iaith, lleferydd a chyfathrebu plant. Gall gweithiwyr gofal plant siarad neu ganu â phlant yn ystod trefniadau gofal, er enghraifft wrth olchi dwylo neu frwsio dannedd.

                Support from adults and how play and activities can be used to support the development of speech, language and communication skills.

                Complete the table by giving examples of the different ways to support language, speech and communication.

                Cefnogaeth gan oedolion a sut y gall chwarae a gweithgareddau gefnogi datblygiad iaith, lleferydd a chyfathrebu.

                Cwblhewch y tabl trwy roi enghreifftiau o’r ffyrdd o gefnogi datblygiad iaith, lleferydd a chyfathrebu.

                Ways of providing support Examples

                Getting the children's attention

                • Saying the name of the child you're speaking to so that they stop, look and listen
                • Looking at the child you're speaking to and coming down to their level.
                • Eliminating distractions.

                Providing opportunities for the children to look at books or to read books and to listen to stories

                • Picture books
                • Story books
                • Factual books
                • Using puppets to repeat stories.
                • Telling a familiar story over and over

                Songs and rhymes

                • Repeating words and rhymes
                • Singing slowly to allow the children to listen and follow the words
                • Singing and reciting rhymes using actions or small movements

                Using simple language

                • Saying words slowly
                • Emphasising key words
                • Reinforcing words with actions and facial expressions
                • Adding new words

                Using questions

                • Open-ended questions e.g. "Where do you want to play?" "What happened to the sand castle?"
                • Closed questions e.g. "Do you like playing with the sand?" "What colour is the car?"

                Play opportunities

                • Role play
                • Small world
                • Arts and craft
                • Outdoor activities

                Activities that are part of the daily routine

                • Saying hello and goodbye
                • Care arrangements e.g. washing hands, brushing teeth
                • Singing during tidy-up time
                • Encouraging the children to share their experiences/feelings during circle time
                Ffyrdd o ddarparu cymorth Enghreifftiau

                Cael sylw plant

                • Dweud enw’r plentyn yr ydych yn siarad â nhw er mwyn eu galluogi i stopio, edrych a gwrando.
                • Edrych ar y plentyn yr ydych yn siarad â nhw gan ddod i lawr i’w lefel.
                • Dileu gwrthdyniadau.

                Darparu cyfleodd i blant edrych ar neu ddarllen llyfrau a gwrando ar straeon.

                • Llyfrau llun
                • Llyfrau stori
                • Llyfrau ffeithiol
                • Defnyddio pypedau er mwyn ail-adrodd straeon.
                • Adrodd stori gyfarwydd drosodd a throsodd

                Caneuon a rhigymau

                • Ailadrodd geiriau a phenillion
                • Canu yn araf er mwyn caniatáu i blant wrando ar a dilyn y geiriau.
                • Canu ac adrodd rhigymau sy’n defnyddio ystumiau neu symudiadau bach

                Defnyddio iaith syml

                • Dweud geiriau'n araf
                • Pwysleisio geiriau allweddol
                • Atgyfnerthu geiriau gydag ystumiau a mynegiant yr wyneb
                • Ychwanegu geiriau newydd

                Defnyddio cwestiynau

              • Cwestiynau penagored e.e. “Ble wyt ti eisiau chwarae?” “Beth ddigwyddodd i’r castell tywod?”
              • Cwestiynau caeedig e.e. “Wyt ti’n hoffi chwarae gyda’r tywod?” “Pa liw ydy’r car?”
              • Cyfleoedd chwarae

                • Chwarae rôl
                • Byd bach
                • Celf a chrefft
                • Gweithgareddau tu allan

                Gweithgareddau sy’n rhan o’r drefn ddyddiol

                • Wrth gyfarch a ffarwelio
                • Trefniadau gofal e.e. golchi dwylo, brwsio dannedd
                • Canu yn ystod amser tacluso
                • Annog plant i rannu profiadau/teimladau yn ystod amser cylch