Implementable Skills - Developing Confident Talking in Early Years

This workshop was held in Bangkok 2013; Kuala Lumpur 2014; Dubai 2014

Response from participants of the workshop to the question below: 

What are the theory/skills acquired from the workshop that you can use immediately?

Let the shy child take his/her time to talk
Key phrases in Japanese/Korean for some students

Rearrange/plan to be inside home corner more to develop language

The ability to build a meaningful, positive support plan

Know the questions to ask parents and specialists when needing to seek outside help

Understanding that introversion is not a problem or negative thing

Providing opportunities for talk rather than expecting it

Being a catalyst for an atmosphere that encourages interaction and dialogue

Understanding definitions of shy, introvert extrovert, selective mutism

The pictures activity

Adult language greatly affects chidren

Find out what the children love and use this as a starting point

Give anxious children opportunities to know what will happen

How to talk to young children in their own language

Dealing with selective mutism

Dealing with anxieties that you can recognise by being more aware

Re-educating colleagues about selective mutism

Mark making as a valuable tool for many areas

Don’t use term ‘elective mute’ - not the child’s choice

Write dance
Changing book corner

Providing familiar role play opportunities - home corner

Collaborative group art

Great talking activities I can use tomorrow

Small World Play/Table top play

Use correct terminology

Agreeing between staff (teachers and TAs) on a common language in school

Not being distracted by confident children

Swapping techniques

Pre-handwriting strategies

Using music as a signal for when talking is appropriate

Chatterboxes, All about me boxes

Give shy students advance warning of activities

Encouraging all staff to have a consistent approach

Supporting EAL pupils with out of the box program

Reduce/Eliminate pressure to speak