3-års sprogvurdering på engelsk

Language assessment

Your child is nearly three years old. Hence, your child's day care facility is contacting you to offer you a language assessment.

Your child's language development is very important for his/her learning, development and well-being. Language enables a child to express thoughts and feelings, actively participate in play, ask questions and talk to others.

In the Municipality of Ballerup, we would like all children to develop their language abilities optimally – and we will intervene with the appropriate measures from an early

age, if a child is seen to need such help.

The Language Assessment aims to help:

• Specify the manner in which your child is to be helped linguistically
• providing an intensive linguistic initiative from an early stage, if your child needs such help
• follow your child's language development

How the Language Assessment Works

The language assessment is carried out just before the child turns three, as the assessment has to be carried out by a familiar nursery teacher in a safe environment. In the private day-care setting, it is the supervising nursery teacher who carries out the language assessment.

During the language assessment, your child has to solve different linguistic tasks jointly with a nursery teacher. Likewise, you will be requested to complete a questionnaire concerning your child's language [ability/use]. The assessment itself lasts between 20-30 minutes and completing the parent form takes between 10-15 minutes.

Following on from this, we would ask that you complete the enclosed document with your email address and hand it in at your child’s day-care facility. You will subsequently receive an email with a link to the parent form.

The day-care facility will convey the result of the language assessment to you.

What Does the Language Assessment examine?

The language assessment examines the areas of the child's linguistic competences that involve:

• speaking
• listening and comprehension
• reproducing language sounds
• communicating with the adult

Based on this, an assessment is made as to whether or not your child needs a linguistic intervention.

How to Create a Good Transition in the Linguistic Intervention, if Your Child Changes Day-Care Facility

Your child's day-care facility ensures that knowledge concerning your child’s language follows your child [to his/her new day-care facility].

You can choose not to have your child language assessed, in which case you are to inform your child’s nursery teachers of your decision.

When the Result of the Language Assessment Indicates a Need for "a Concentrated Linguistic Initiative"

When the result of the language assessment and observations of your child's colloquial language indicated that your child needs a concentrated linguistic initiative.

A concentrated linguistic initiative involves the nursery teachers being particularly aware of carrying out activities and dialogues with your child that support your child's language development.

Hence, we would like to invite you to a meeting. At this meeting, together we will make an action plan on how we can support your child's language in the day-care facility and at home.

There are many options as to how to arrange a more concentrated linguistic initiative in the everyday setting, both in the day-care facility and in the home. It is important that the day-care facility and the home collaborate in supporting the child's language development as well as in agreeing as to how the linguistic initiative is to be

implemented. All of this is agreed upon [and put in writing] in the action plan.

The agreements that are reached at the meeting are recorded in the action plan.

It is agreed when the action plan is to be followed up.

 When the Result of Language Assessment Indicates a Need for a "Specific Linguistic Initiative"

The result of the language assessment and observations of your child's colloquial language indicated that your child needs a specific linguistic initiative. A specific linguistic initiative involves the nursery teachers being particularly aware of carrying out activities and dialogues with your child that support your child's language

development.

Hence, the activities will often be agreed upon with a speech and language therapist (talepædagog).

We would therefore like to invite you to a meeting. At this meeting, together we will make an action plan on how we can support your child's language in the day-care facility and at home.

The speech and language therapist will contribute knowledge concerning the way in which we can collaborate to arrange an everyday life, in which your child will receive the optimum linguistic stimulation.

There are many options as to how to arrange a more specific linguistic initiative in the everyday setting, both in the day-care facility and in the home. It is important that the day-care facility and the home collaborate in supporting the child's language development as well as in agreeing as to how the linguistic initiative is to be

implemented. All of this is agreed upon [and put in writing] in the action plan.

The agreements that are reached at the meeting are recorded in the action plan.

It is agreed when the action plan is to be followed up.