Every Child a Talker (ECaT)
Research, activities and approaches for anyone who is helping children to develop their communication skills.
Every Child a Talker (ECaT) topics
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ECaT
An introduction to Every Child a Talker (ECaT) for practitioners, consultants and parents to find out how it improves the skills and expertise of the early years workforce. Also, how it works with children and parents to support early language development.
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The role of ECaT
An introduction to Every Child a Talker (ECaT) for practitioners, consultants and parents to find out how it improves the skills and expertise of the early years workforce. Also, how it works with children and parents to support early language development.
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Supporting ECaT: Michael Rosen
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An audience with Michael Rosen
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Aims and outcomes
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Research that supports ECaT
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Focus, staff and settings
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The roles of consultant and practitioner
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How settings were selected
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How an ECaT consultancy works
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Consultancy stages 1 and 2
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Consultancy stages 3 to 5
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Consultancy stages 6 and 7
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ECaT Lead Practitioners' Guide (part 1)
Provides plans, activities and examples to support auditing, self-assessment, teaching and planning within Every Child a Talker (ECaT) for leaders, managers and practitioners. It covers communication-friendly settings, supporting individual children, quality interactions, barriers and priorities, training needs, working where English is an additional language and parent/carer engagement. 00854-2008FLR-EN
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ECaT Lead Practitioners' Guide (part 2)
This provides leaders, managers and practitioners with materials for oral language activities, supported dialogic book talk, and child-parent sessions as part of Every Child a Talker (ECaT). It also includes information on typical language and communication behaviours.
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ECaT Lead Practitioners’ Guide (part 3)
Case studies for leaders, managers and practitioners – with examples focusing on children, parents, and practitioners – to support Every Child a Talker (ECaT).
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Consultants’ support
Early Language Consultants (ELCs) can use this area to plan, deliver and monitor their consultancy within Every Child a Talker (ECaT).
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ECaT: Guidance for Early Language Lead Practitioners First instalment
Every Child a Talker (ECaT) is designed to help Early Years practitioners create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in Early Years settings, with a childminder or at home with their parents.
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ECaT: Guidance for Early Language Lead Practitioners Second instalment – Spring 2009
Every Child a Talker (ECaT) is designed to help Early Years practitioners create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in Early Years settings, with a childminder or at home with their parents.
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ECaT: Guidance for Consultants and Early Language Lead Practitioners Third instalment: Autumn 2009
Every Child a Talker (ECaT) is designed to help Early Years practitioners create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in Early Years settings, with a childminder or at home with their parents.
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Fun Time: social communication programme for children who find large group learning tricky
Marilyn reports on Primary schools in Leicester, and the imaginative ways they encouraged speaking and listening in group situations. This is a user-generated case study.
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Fun Time: social communication programme for children who find large group learning tricky
Marilyn reports on Primary schools in Leicester, and the imaginative ways they encouraged speaking and listening in group situations. This is a user-generated case study.
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