Every Child a Talker Observation of Practitioner Skills

Name of Practitioner Date:

Top Technique Evidence Note Observation

times
seen
Get the child’s Uses the child’s name to
attention first gain attention at the start
of a new conversation
Gets down to children’s
level and sits where child
can easily make eye
contact
Uses all the Provides a range of
senses to help activities
teach new words
Talks to children in play
activities
Talks to children in
everyday activities
Uses simple Responds to children’s
repetitive communication attempts
language
Communicates with child
at level appropriate to
child’s understanding (e.g.
key words and gesture etc.)
Rather than Repeats child’s attempts at
criticise, language modelling correct
demonstrates the words and grammar
right way
Gives child time Gives time approx 7
to respond seconds before expecting a
response
Imitates the Labels what the child is
child’s language looking /pointing at
Repeats back what child
says
Build on what Adds one/two extra words
the child says
Is careful with Comments more than
questioning questions
Makes learning Body language shows
fun and uses a enjoyment of activities e.g.
full range of by smiling/laughing
expression
Quiet cosy areas available
in the setting
Reduce Areas free from bright
distractions colours available
Strengths observed

Possible area for development