Housekeeping The nearest fire exit is to the side of the hall, - - PowerPoint PPT Presentation

Housekeeping

• The nearest fire exit is to the side of the hall, down the stairs to the

main entrance.

• The assembly point in the event of an alarm is on Lorraine Road which

is left out of the main entrance and first left by The Coronet

• There is no fire alarm planned for today
• Toilets are located on all floors, ladies and gents at either end of the

conference hall with an accessible toilet at the far end by the lift.

• Disabled access is via the lift
• Please switch your mobiles to silent

Agenda

9.15 Welcome and introductions Linzi Roberts-Egan, Chief Executive for Islington Siobhan Harrington, Chief Executive for Whittington Health 9.30 Key note speech Rachael Levy, associate professor at The Institute for Education 10.30 Launch of Bright Start , Bright Ideas Maria Tallon and Comfort-Aba Asmah 10.50 Break 11.20 Innovations to support language development in the home Hayley Keogh and Chantal Bruce-McPherson 12.00 Supporting behaviour change in the home: a motivational approach Ruth Cookson and Luisa Dornelas 12.40 Closing remarks Cllr Kaya Comer-Schwartz, Lead Member for Children, Young People & Families, Islington Council 12.50 Evaluations and close

Welcome address

Linzi Roberts-Egan Chief Executive, London Borough of Islington

Slido

Website: https://www.sli.do/ Event code: #BrightStart Ice breaker: If you were an animal what would you be?

Conference opening

Siobhan Harrington Chief Executive, Whittington Health

Agenda

Title Title Title Content Content Content Content Content Content Content Content Content Content Content Content

“No-one would sleep if we didn’t have books”; Understanding the barriers and motivators to shared reading in families

Dr Rachael Levy r.levy@ucl.ac.uk

Shared Reading in families

We know that it is beneficial for young children to be read to:

Children who read regularly before they enter school are more likely to learn language faster, enter school with a larger vocabulary, and become more successful readers at school (Bus et al., 1995; Mol et al., 2008) Shared reading facilitates more complex talk than during

caretaking or play (Snow, 1994) It provides an opportunity for physical proximity and social interaction (Hardman and Jones, 1999).

Reading interventions

Reading interventions….don’t always work….

‘It is most certainly true that implementation of shared reading interventions by caregivers within the home environment does not always reach the levels intended by the intervention developers.’

Justice, L. M., Logan, J. R. and Damschroder, L. (2015) ‘Designing caregiver-implemented shared-reading interventions to overcome implementation barriers’, Journal of Speech and Language and Hearing Research, vol 58(6), pS1851 – S1863

The family in the intervention

READING INTERVENTION READING INTERVENTION

What are the barriers to shared reading?

This study: Barriers to shared reading in homes

To explore shared reading practices and the barriers to these To investigate how shared reading fits, or not, within the context of every day family life To carry out this study within a socially and culturally mixed sample.

Research design

WHOLE PROJECT

8 studies Multi-disciplinary: psychology, linguistics, education, English and speech and language therapy How does shared reading promote child language development?

THIS STUDY

Interviews with 29 families with pre-school children (age 3-4) 20 Low-income areas in Sheffield 9 families from Liverpool Recruitment through nurseries and toddler groups

Interview conduct

Interviews were conducted in participants’ homes Picture of family life – general questions, e.g. ‘what do you like doing together when you’re home’, ‘talk me through a typical day’ To understand home reading (and shared reading) practices To understand their own childhood experiences of shared reading To understand their own relationships with reading – and any links with shared reading practices

Motivators and Barriers - overview

• 1. Role of enjoyment and feedback
• 2. Link with parents’ own relationship with

reading

• 3. Reading as an everyday family practice

Children initiated reading

Shared reading was very often child-led – and parents were happy to be led by their children

They started it…got the ball rolling say 'oh, can you read this to me?'…not like the

• ther way

I'm trying to read it all from start to finish, but he doesn't, certain pages he kind of…boycotts that and skips it She just takes the books out, she'll just say to me to read. But if I take it

• ut…she's not

interested

Making reading ‘their own’

Parents read in their ‘own way’ – were not constrained by text I used to just make my

• wn thing and just finish it
• ff…and then come to the

end 'oh they lived happily ever after' Even when I've read it a hundred times and I'm like 'let's try and find something new on the page' If I just randomly go 'once upon a time there was a little boy', and then my daughter will finish the next thing, and then we'll start just creating a story together and…before we know it, it's turned into an activity

Parents’ motivation for reading to their children

A nice thing to do/ enjoyable for child

Not important, no, I just…think it's, I don't know, nice to do, you know at night, to have a story read She likes listening to the story, if she don't like listening to the story I won't read to her I think both of us have the same kind of end goal which is to make her laugh…it's just another form of entertainment, get away from the bloody TV To be honest, at the moment, importance in terms of how her reading is and how good she is with it, doesn't come into it…that's not why we do it, we do it because she enjoys it and it's something we can do together

Parents’ motivation for reading to their children

Important for development in reading/literacy

It's them learning a very important life skill…because then there's less time on working on it when they're at school, so they can focus on other things Yeah, we got him some books over the summer to read as well, we didn't want him to fall behind

Just getting into habit of reading, I think, 'cos we didn't have that habit, that's what I think

• personally. And because I

see everybody reading here

Parental enjoyment

Important for parents to enjoy shared reading

If I'm not gonna enjoy it, if I'm not giving my 100%...she's not gonna enjoy it with me, so what's the point…she would probably notice…you have to be into it I'm not just reading…I talk more about the pictures…because it makes it more interesting for me than just repeatedly reading them again and again It was like a comfort thing for me, I enjoyed it…it was nice to know…I've got a little baby of my own, and I'm reading to her I enjoy reading for her…I'm not feeling forced to read

Parents need feedback

Feedback gives evidence of child’s enjoyment (or not) – links to being child-led Like now I'm happy to get her books because I can see that there's something going on (laughs), like on her face, she gets it, she enjoys it, but I'm not

• ne of those to just do it and

just think 'hopefully it's going in' ‘But when…he does listen and then see his facial expression that he's realised, he's understanding it kind

• f thing’

Cycle of reciprocity in shared reading relationship

Enjoyment, feedback and the maintenance of shared reading activity

Yes I think it’s very important to read, and carry on reading….So I’ll carry on reading with her until she asks me not to…. So it’s just seeing her enjoying it and seeing how much her talking and her writing and things like that is coming on’. (Lisa) ‘I think at this stage, because she likes them (books), then I can (enjoy it). I wouldn't do it if she didn't like it, because I couldn't be bothered. But she's so engaged with books she does like.’ (Jo) ‘I think at this age it's really important that he starts to learn to read and write and speak and he's starting to express an interest in actually learning to read, so he'll look at the pages and say 'I don't know the words', and I'll say 'well we'll learn the words, we'll start learning them', and we've started doing like letters with him, and a bit of writing and a bit of reading.’(Elizabeth)

‘Negative’ feedback

I remember for quite a while thinking 'she's just not interested'…until she were maybe like going on for two…she just didn't really have that interest in books…wouldn't sit still to listen, and didn't seem to be interested in it I bring the book, she likes this [pushes away]…she didn't want it…After two years, she was a little bit better She just gets bored…Because she's not involved Before she don't like reading…last year…she cut it! [the book] He'll just start messing about with the book and you can tell he's not interested

Reading with babies

Babies give different forms of feedback

I just didn't bother [reading to him as a baby], I don't know, there's no point, they don't understand do they when they're babies About one and a half…he didn't understand nothing then, but we used to still go ahead with him and show him, 'that's ball, that's this’ I didn't think they probably would be, you know, really interested at that age At the beginning you think 'she's way too young…she doesn't get this'

Summary: role of enjoyment and feedback

For many of these families, reading was highly child-led While some parents were concerned about ‘educational endeavour’ many engaged in shared reading for pleasure and enjoyment Many parents needed to see ‘feedback’ from their child in order to begin/ maintain shared reading activity This has implications for reading with babies While receiving positive feedback from their children was clearly important for all parents, this may be especially important for some families within lower income groups. This has implications for ‘intervention’.

Relationship between parental reading (as a child) and shared reading with own child

Di Did read ead and and do does es read ead to

• chi

hild ld

18 18

Di Did read ead and and do does es no not t read to

• chi

hild ld

1

Did NOT read and DOES read to child

10

Did NOT read and does not read to child

Did read and DOES read to child Did read and DOES NOT read to child Did NOT read and DOES read to child

Nathalie

Nathalie is a 28 year old single mother. She lives with her two sons aged 3 and 8. Nathalie is currently at home full time but plans to return to her job as a classroom assistant when her youngest starts school.

Nathalie

Own reading as a child

“I never read when I was younger. Ever. I don't think it interested me” “I've got certain memories in English where I couldn't read certain words and I used to have to ask the teacher and obviously you don't wanna have to ask the teacher in front of kids”

Own reading now

“No. I'm not a reader really. I read autobiographies but I don't really sit and

• read. I wouldn't go out and purposely buy a book”

Nathalie

Reading relationship with child/ren “It's our little bonding time really, that time together. It goes off books as well, just because we've got books in our hand, we talk about the rest of the day, we get a story in, but then that's our time, Rory will tell me everything that he's done, he always wants to tell me everything that's happened so he can stay up longer” “I enjoy reading more now with the kids because I'm excited to do different things with them, thinking of things I could do with the book…And I'm learning about new authors as well, like it wasn't something that I was that interested in so it's nice now I look at the stories and I'm looking for more books that that author's wrote that I think he might enjoy. I never used to do that, just got books that looked good on a cover” ‘I feel okay. I've picked it up more as I've gone along. I'm more confident now with the kids than I was when I was younger. I think I'm good at reading now, I hope so.’

Kylie

Kylie (aged 31-35) lived in a low-income area in Liverpool with her son Bradley, who was aged 3 years and 10 months, her husband, a self-employed builder, and 11 year old daughter. Kylie had recently begun part-time work at a hairdressers and had no formal educational qualifications.

Kylie

Own reading as a child “Mum never really sat and read with us” “I can remember reading out in class and I wasn't confident around them and I'm still not, don't enjoy reading, not out loud, kids books are fine” Own reading now “You know when people go on holiday and get into a book? I just can't get into one. I think it's from not reading when I was younger”

Kylie

Reading relationship with child/ren “It's so easy to read with him” “I love reading with him, I do. Love doing things like that. Reading” “I think it's one of the easiest things you can do, because you can sit and read for half an hour or five minutes, it's just something that you can fit in. There's no cleaning up afterwards. just put the book back and get on. You can do it while the tea is getting cooked, things like that”. “We do just because his books are out and he'll just go and get them. When they want to read, you can't say no”

Hadra

Hadra is in her early 30s and lives with her husband and two children – a son in high school and a daughter aged 3 years 6 months. They live in a two bedroom house in a low-income neighbourhood to the east of the city centre. Hadra and her children are Asian

• British. Neither Hadra nor her husband have formal

educational qualifications. They married when Hadra was 16.

Hadra

Own reading as a child

“I used to struggle a lot in school with reading” “[Reading]Not with my parents, no, that's not something we did” Started reading as a teenager: “I've been really into books since my first Forbidding Game”

Own reading now

“out of control” “I had a period where I had to stop reading… because sometimes, I don't know when to stop. So, if there's housework that needs doing…you know, I'm not sleeping and…I've got work in the morning, so I have to just say stop!”

Hadra

Reading relationship with child/ren

“She loves books, she absolutely loves books, and the books tend to be on what she's into most at the time” “Her bedtime story happens regardless of anything” “Yeah, so it's just trying to sort of build it into her that, sort of reading, and stuff, being part of her day, rather than her actually learning how to read” Reads a lot with her father who is NOT a reader himself: “So he gets her changed and, erm, reads her her book, and then just tells her some stories and asks her about her day. So they talk, I wouldn't say rubbish (laughs), they talk randomly, and then he'll tell her a story, and I take her up to bed”

Influence on parental reading

In some cases, shared reading appeared to encourage the parent to read for her/himself Na Nath thali lie: “I enjoy reading more now with the kids…And I'm learning about new authors as well, like it wasn't something that I was that interested in.” “I think I'm good at reading now” Bin Bina: “And with her, I'm learning now, there's so many things, like, there are so many stories I've read, now, which I have never read in my life before.”

Summary – parents’ relationship with reading

Adults who report that they are not readers/ do not like reading/ had poor experiences of reading at school, can, and do go on to have enjoyable reading relationship with their children. The experience of reading to a child is different to own reading Reading to a child is not necessarily about reading For many families, reading is embedded in everyday family life/ family practices

Reading as a family practice

Nathalie: “It's our little bonding time really, that time together. It goes off books as well, just because we've got books in our hand, we talk about the rest of the day” Kylie: “I think it's one of the easiest things you can do…. You can do it while the tea is getting cooked, things like that”. Hadra: it's just trying to sort of build it into her that, sort of reading, and stuff, being part of her day, rather than her actually learning how to read”

Reading as family practice -cont

Readin ing fac acil ilit itated imp important famil ily routines ‘We only incorporated it into a routine so she would know bath, book and bed, for her to identify that it's bedtime” ‘I don't think anyone would sleep if we didn't have books” It sends a message of ‘being family’ ‘Most of the time, it's my boyfriend, he's much better and she laughs more when he does it, he's got better voices. She would like 10 books and is ‘right let's go’…She's excited, she loves it. I think as well, her Dad doesn't do anything like that…so she looks at Jamie as [pauses]… I don't wanna say ‘as Dad’ but he looks at her as his

• wn daughter’

Implications for intervention

Rather than intervention encouraging families to ‘do’ shared reading, we need to firstly understand how shared reading is already a part of ‘doing’ family. Recognise that for many families shared reading is a very different experience to parents own reading There is a need to encourage parents to

• find ways of enjoying shared reading
• value shared reading as an enjoyable activity
• carry on/ begin reading in ways that suit them and their

child

Thank you

Questions?

We e ar are gr grateful to

• the ESR

SRC for

• r fun

funding thi his res esearch

Rach chael l Le Levy r.l .levy vy@ucl.ac.uk

Bright Start Bright Ideas Launch

Maria Tallon, Senior Early Years Consultant Comfort-Aba Asmah, Locality Lead for Bright Start South

What is it?

• Fortnightly email newsletter direct to

parents and carers about early home learning

• Building links and partnership
• Developed in partnership between early

years teaching and learning team and Islington health team.

Why?

• National agenda from DFE:

https://www.gov.uk/government/publications/improving-the-home-learning- environment

• Islington vision:

Young children learn and develop physically, socially and emotionally to their full potential ready to thrive at school Families have timely access to high quality support, information and services that build resilience and reduce stressors

• Islington priorities:

Through improved parental and community engagement, services are better designed to meet the needs of families

Importance of early home learning

The home learning environment has a greater influence on a child’s intellectual and social development than parental

• ccupation, education or income. What

parents do is more important than who they are, and a home learning environment that is supportive of learning can counteract the effects of disadvantage in the early years. Melhuish, E., Sylva, K., Sammons, P.et

• al. (2008)

Key messages from EPPSE 3 – 14 research

The types of early home learning activities found to have the greatest significance were:

• Parent reading to and with the child
• Parent taking their child to the library
• Child playing with letters and numbers
• Going on visits
• Creating opportunities to play with

friends

• Parent teach their child songs, poems or

nursery rhymes

• Child painting or drawing at home

The format…

• Bright idea
• Bright Fact
• Bright Journey
• Other pertinent links

Take a look

Read a newsletter either paper copy, on your phone or laptop/tablet React – discuss with colleagues on your table Respond – use SLIDO to tell us what you think:

• what do you like most?
• what would make it even better?

Break

Please be back in your seats promptly ready for the next session

Innovations supporting communication development at home: How health visitors’ speech, language and communication training is informing practice

Hayley Keogh, Speech and Language Therapist Chantal Bruce McPherson, Health Visitor, Bright Start South

• A national training programme

commissioned by Public Health England and Department for Education for Health Visitors

• An Early assessment tool and SLCN

pathway are also being developed

What is it?

• To equip health visitors with additional

skills and knowledge to support families in promoting early language acquisition in the home learning environment, to support improved health and wellbeing outcomes including school readiness

• To provide clarity regarding timely and

appropriate referrals and pathways for children when speech, language and communication needs are identified

Why?

The Importance of Communication Skills

“Communication is crucial to children’s life chances” Bercow (2018) 1 in 4 81% 2x more 60% 3x more

• Health Visiting and Speech and Language Therapy are working in

collaboration to deliver the training

• All professionals and practitioners who work with and support parents of

young children will be invited to attend

• Health Visiting team and Speech and Language Therapy are piloting joint

parent workshops for communication difficulties identified at two year check

What this training means for Islington

Initial Training Pledges

Listen en to paren ents ts more e careful efully ly and offer er bespoke poke advi vice ce Promote and encourage early interaction and language development Early ly learn rning ing devel elopm pmen ent t is cruci cial al and nd I wi will l conti ntinue nue to encourage rage this s with my clie ients ts I will talk k about ut chat, at, play y and read ad at contacts ntacts Take a more holistic view

• f child's

speech and language development Discuss more about play and how parents interact with their child and praise them.

Initial Training Feedback

It provided me with up to date knowledge and supportive materials for me to use with parent's Conversations Conversations and role play and role play were most use were most useful ful I like I like th the e activi activities, ties, th the e facts and f facts and fig igures ures w were ere interes interesting and video ting and videos were were als also

• informat

informative. ive. A very informative and interesting training day

The day gave me ideas on how to promote speech development in the home. I will now be more confident when discussing speech and language concerns.

Supporting Communication Development in the Home

Parent & Child Interactions

Reflections

Health Visitor Speech & Language Therapist

Understanding and appreciating each

• thers roles

Breaking down barriers Noticing the links in our work The value of collaborative working Shared language

In pairs you will have 20 seconds to complete the caption for the following four pictures Upload your response to SLIDO There is no wrong answer!

Mind-mindedness: Activity…what did you say?

Example

Nice glasses dad! It’s nice playing with Daddy

Picture 1

Picture 2

Picture 3

Picture 4

Communicating at home in action…

Look out for the dad watching, waiting, responding back and forth and gestures…

Communication skills develop from birth Communication can happen at any time Communication is something we can all talk about

Take Home Messages

Supporting behaviour change in the home: a motivational practice approach

Ruth Cookson, Early Childhood Coordinator Luisa Dornelas, Senior Project Officer, Safeguarding and Family Support

The aim: to build relationships with families to facilitate meaningful and sustainable change.

• Motivational Practice includes Motivational Interviewing and

Trauma Informed Practice

• It is empathic, child focused, collaborative and purposeful
• We want to create a culture across all services that embodies

relationship based practice

• We want to empower families to be able to visualise and make

changes for them and their family

What is motivational practice?

• Person 1: choose something that you have been thinking

about changing, want or need to change, but haven’t done so yet e.g. quitting smoking, doing more exercise, going on a diet etc.

• Person 2: you are the ‘helper’. Tell the other person why it is

important to change by

• Listing all the reasons why they should make this

change

• Explaining in detail how they should go about it.
• Outline a list of the negative consequences of not making the

change

Exercise 1: In pairs

Understanding resistance

Provide (Non-MI) Elicit (MI)

MI as a helping style

EXPERT FACILITATOR ‘I have the answers’ ‘They have the answers’

Repeat the previous exercise but this time the helper gives no advice at all but instead asks the following questions and listens to what you have to say: 1. Why would you want to make this change? 2. How might you go about it in order to succeed? 3. What are the three best reasons for you to do it? 4. How important is it for you to make this change and why?

Exercise 2: In pairs

Conference close

Cllr Kaya Comer-Schwartz Lead Member for Children, Young People & Families Islington Council

Thanks for coming!

Don’t forget to complete your evaluation on Slido and Tweet about the conference @IslingtonEY