Supporting Quiet Children

Code: LE3017 ISBN: 9781903670903

Authors: Maggie Johnson, Michael Jones


(5 customer reviews)

Exciting ideas and activities to help ‘reluctant talkers’ become ‘confident talkers’

Why are some children chatty confident talkers at home, but extremely quiet or totally silent outside their homes? Why do some children get stuck into group activities while others hang back and need adult support before they are able to join in?

This unique book focuses on quiet, shy and sensitive children and those with extreme anxiety about talking in early years settings and the first years of school. It includes a detailed introduction that explores the reasons behind shyness and reluctance to talk. The 40 tried and tested activities will boost children’s social skills and confidence, helping them ‘find their voice’. The book also gives straightforward advice on how you can:

  • create a positive and supportive atmosphere in your setting
  • build positive links with families
  • help children join in group activities
  • help children build friendships.

Written by Maggie Johnson, a Speech and Language consultant specialising in childhood communication disorders and selective mutism, and Michael Jones an educational consultant and trainer, specialising in children’s language development and learning. 52 pages, A4.

Promote talk throughout your setting with our Talk Support Kit and Helping Young Children Speak with Confidence.

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5 reviews for Supporting Quiet Children

  1. :

    “This book was very well written and gave me a new perspective on quiet children. I previously found it quite difficult to deal with quiet children and this book gave lots of simple, logical suggestions. An excellent resource book for teachers, especially teachers of special needs. Lots of practical ideas that are easy to implement and children enjoyed doing the tasks. It’s good value for money.”

  2. :

    “This book provides really clearly written, well explained activities, which encourage a child to want to share talk. The role of the adult is clearly explained and many helpful tips are provided in how to set up and manage the activities to ensure they will be comfortable and appropriate for children who are developing the confidence to share talk with other children or adults. The activities are explained in a conversational style under clear headings, with supportive comments for the reader about how to make best use of the activity.”

  3. :

    “Important messages about how all adults involved with the child need the same positive attitude are given throughout the book. The examples of positive ways to phrase things about the child and to the child are really helpful. I found the advice about talking indirectly to the child through the familiar adult whom the child usually feels comfortable to talk to particularly useful and have been sharing this advice with others. The ‘all about me’ boxes (page 18) are a brilliant idea that I have seen working in practice. This book is an easy read, simply to follow and a great resource for parents and professionals.”

  4. :

    “With plenty of help and advice about how we as adults can influence the quiet children around us and also lots of wonderful ideas for engaging children with very simple yet specific exercises, projects and games that children are bound to enjoy, this book does seem to hit the mark for professionals and parents who want a resource at their fingertips that takes the whole child into consideration.”

  5. :

    “At last… a resource which will help and inspire. It gives insights into why some children are confident talkers at home but quiet or even silent at nursery. It looks at how anxiety can play a part and how to make children feel more comfortable. They discuss the issue of ‘quiet’ children, ones who are just shy, those with high sensitivity and those who are learning English as a second language, as current research confirms that they will probably go through a silent phase too. I would recommend this book to any practitioners who have a quiet child in their group and also those who haven’t… because sooner or later they will have, and this will provide all the suggestions they need. It is also good for speech and language therapists to be able to suggest to schools and nurseries.”

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