Communication Counts
Speech and Language Difficulties in the Early Years

Fleur Griffiths and collaborators 

A David Fulton Book Routledge 2002

Reviewer: Belle Wallace, Director, TASC International

Like bread and love, language is for sharing.

(Carlos Fuentes) 

I am certain of nothing but the holiness of the heart's affections and the truth of the imagination.

(Keats, letter to Benjamin Bailey, 1817)
(Quoted as frontispiece to the text)

The national cry in the UK is that many young children enter pre-school, and reception into formal schooling, without having developed the appropriate language for communication and self-expression. Many parents and carers argue that they are too busy to spend time talking and playing with their children - such a lost opportunity when one of the most vital joys of the early years is to see and hear the young child seeking self-expression and learning and verbalising the important basic skills for further learning.

It is, therefore, so exciting to read this book which says firmly, plainly and unequivocally, that children's understanding of language and communication is socially constructed, largely through interactive play; and if this essential process is diminished or impaired, then children do not develop the appropriate mental and language structures for further learning.

The writers also stress the importance of building strong loving relationships that enable children to feel safe and significant - essential relationships that build self-esteem and self-worth.

The book is full of wonderful photographs of children with radiant faces - it is quite evident that the children are functioning and responding with joy and laughter in learning and communicating. The case study stories bring the children vividly into the reader's mind as though s/he was there responding and interacting with them. 

The text is a practical guide to teachers working with youngsters who have speech and language difficulties, but the text is equally important for understanding how all children develop the skills for interaction and communication - both verbal and non-verbal.

In a very poignant way, the text reminds us of the importance of rich experiential learning through play in the early years.

Fleur Griffiths opens the first chapter with a powerful story illustrating the importance of a play partner:

Once upon a time, I visited the nursery to see Jim. He was reported to have done nothing for months except drag a train in circles, watching the wheels turn. He had resisted strongly all attempts to move him on to other choices on offer, refusing to engage in eye contact. I approached and lay alongside him on the floor to share his view. Slowly, I lined up some play people to be passengers and stood them on a station alongside the route. As the train came past I called out that people wanted to get on the train. Jim became aware of me, and glanced at the station. The second time around, the train came to a halt and I was allowed to put on a passenger. Gradually, Jim came to expect passengers to get on and off at more than one station. He began to call out 'Get on!' and 'Station'. Next, I put a cow on the track, which does not happen in Tank Engine books. Jim smiled as he put the cow out of the way. This game was repeated for the rest of the playtime, and then uncharacteristically, Jim grabbed a piece of chalk and drew a circular track. I followed him and chased his lines right behind him. He ran on fast wanting me to keep up as in the game of chase. His teacher was amazed to see him laughing and having fun.

(Griffiths, 2000: 75 - 76)

GEI Vol 24 No 1