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CACHE Level 3 Early Years Educator - Unit 9
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Sean FitzgeraldFIT18000750
Early Years Level 3
Unit 9 Task 4
Working together for inclusive practice in relation to emergent literacy
C3: One way of working with others to support children’s emergent literacy is through working with the
children’s key worker. The key worker works closely with the children and will have an insight into how
the children work and how they are developing and learning, they will also know the strengths and
weaknesses of the children and working with them means that we can support children’s literacy more.
We can discuss with the key worker on how we can make the work more challenging for children who
have strong skills and knowledge or by making the work more supportive and structured for the children
who may find the work to be too difficult. As well as doing this we can speak to the key worker to
partner the certain children together such as peering children up with different abilities so that the
children can support each other and support each other so that the children work together and develop
from each other and teach each other skills and knowledge, the children can work together and support
their peer’s ideas and knowledge. By making the children work together they can take knowledge from
each other such as a child who is developing their literacy skills fast can support children who may be
developing their literacy skills slowly.
Another way we can support children’s emergent literacy is by working with the parents and carers.
Parents play a vital role in all aspects of their children’s development, but particularly in the
development of communication skills. (Meggitt, C and Bruce, T, 2015, P.419). We can work with the
parents to find ways of supporting the children’s emergent literacy outside of the setting and to support
emergent literacy in everyday life. We can work with the parents through providing them with
resources, advice and methods, such as providing parents with books such as from the oxford reading
tree that the parents can read to the children and have the children to read them as well to expand their
vocabulary. We can also support parents with providing advice and ways of putting the children’s
literacy skills and knowledge in use outside of the setting where the children can link the skills and
knowledge to a experience such as, when the parents write their shopping list allow the children to
write on it as well or write their own being able to use their mark making skills, letter knowledge and
reading skills.
A1: The role of the practitioner in supporting children with communication delays is to support their
development and find ways of helping the children. As a practitioner we should look out for the signs
that the children may have a delay in their communication, it can be difficult to identify the signs
because they may not be noticed until verbal expression is established which means early signs such as
lack of eye contact may be missed. It is important to recognise the difference between a delay and
language disorder. A delay usually means that the children are learning but at a slower rate. The are
various ways of recognising the signs in speech, language, and communication such as direct
observations, non-achievement of milestones, lack of progress in the EYFS, parental concern and
professional assessment. The is a number of ways we can help support children who have a
communication delay such as a referral to a speech and language therapist, training for staff, working
with SENCO’s and involving multi-professional and multi-agency support. Another way of checking
children for any communication delay is through observations and tracking the children’s progress
against the EYFS and checking if the children are on track for their progress and if we start to see that a
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