SmallTalk Speech & Language Therapy

17/01/2026

This is the reality for many

How misunderstanding, systems-generated trauma, and safeguarding practice harmed my family

16/01/2026

Reading to a baby is a vehicle for interaction

Reading to a baby may seem small, but it has a huge impact on their brain development. Children exposed to words early grow stronger language skills and talk sooner.

When babies are never read to, their brain focuses on the loudest input. Television, arguments, and chaotic sounds dominate attention. Language, focus, and imagination take a back seat. Millions of words they could have absorbed are simply missed.

Even just five minutes of reading each day introduces new sounds, vocabulary, and sentence patterns. Babies begin connecting words to meanings and emotions. These early exposures build the foundation for speaking clearly and understanding others.

The effects compound over time. Children who hear stories regularly are more likely to ask questions, imagine scenarios, and develop strong attention spans. Reading is not just entertainment—it is the fastest path to giving a child a head start in communication.

Parents and caregivers hold the power to unlock a child’s language potential. Every minute spent reading pays off in confidence, curiosity, and lifelong learning. Small daily habits create massive advantages for speech and imagination.

16/01/2026

so true!!

Many parents want their children to grow into capable, confident adults — not adults who feel unsure without permission or direction.

Education should prepare kids to think, decide, and take responsibility for their actions. When learning is reduced to compliance, children miss the chance to develop real independence.

Families play a powerful role in shaping these habits early — through conversation, example, and values-centered learning at home.

That foundation makes all the difference.

https://buff.ly/K5Ntz72

16/01/2026

Im just writing a report about a child who is in specialist provision. It's a brilliant school and the team have done wonders since I saw her a few years ago, I spoke to the SLT who works with her, who is doing a marvellous job. Unfortunately, as part of cost-cutting, we are seeing many LAs want to move children out of 'expensive provision' to their own, cheaper schools so her parents wanted an external professional to see the full picture.

The girl has made amazing progress but disrupting this environment by reducing support or changing placement would remove the very conditions that make learning possible for her.

It is important to be clear that current progress does not indicate reduced need. On the contrary, it demonstrates that:
Progress is occurring because of the specialist provision, not in spite of it.
If this level of support were removed or diluted, the likely outcomes include:
• Increased anxiety and emotional distress
• Withdrawal from peers
• Regression in communication and social confidence
• Reduced engagement with learning
• Potential school refusal
These outcomes would not only undermine her education but would likely lead to increased long-term costs through crisis intervention and mental health support.
Removing or reducing specialist provision would not promote independence or resilience. Instead, it would remove the scaffolding that currently allows her to function, placing her emotional wellbeing, education, and future outcomes at serious risk.

16/01/2026

Today at a play café I watched my 2-year-old granddaughter make a “friend” — and it felt like a quiet lesson for all of us.

She noticed another little girl playing.
She didn’t interrupt.
She didn’t ask questions or try to impress.

She simply watched.
Then she copied what the other child was doing.
And before anyone said a word, they were doing it together.

No pressure.
No awkward introductions.
No fear of getting it wrong.

Just curiosity, respect, and joining in.

It made me think how often, as adults, we overcomplicate connection — when sometimes friendship starts with simply noticing someone, matching their rhythm, and sharing a moment side by side.

Maybe 2-year-year olds can teach us all a lesson

16/01/2026

It was great to see so many familiar faces last night at the Michael Charles event in Leek. His colleague did a great job of answering all the questions. So so sad to be reminded of all the awful stories. We need to do better in the 21st century. I'd love to be out of a job because no-one needed me to fight for their child........ sadly thats no-where in sight

15/01/2026

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15/01/2026

It is very outdated to insist that a low-tech AAC system (such as a communication book or PECS) must be shown to “fail” before a child is considered for high-tech AAC.

We are living in a world where many children — including those with complex communication needs — can independently navigate their parents’ phones to find favourite YouTube videos, apps, and music. To suggest that these same children must first persist with paper-based systems that may limit speed, autonomy, motivation, and access to language is not evidence-based; it is simply old-fashioned.

This approach frames technology as a last resort rather than a legitimate, empowering communication tool — despite strong evidence that high-tech AAC can increase language exposure, communicative competence, and independence.

A statement I saw today ina SLT report read: “Evidence of successful use or that the book does not fully meet her needs is required for referrals to the AAC team requesting a trial with a tech-based symbol system.”

Requiring a child to prove that a less accessible, less motivating system is inadequate before offering something more aligned with how communication happens in the modern world is a barrier — not a safeguard.

AAC should be about access, autonomy, and presuming competence, not gatekeeping technology.

15/01/2026

Repetition, repetition, repetition

15/01/2026

Great move!

Denmark is moving away from the “cry it out” sleep training method, largely due to pressure from over 700 psychologists who signed an open letter citing harm to infant emotional development, leading the Danish board to reconsider its guidance, emphasizing responsive care and secure attachment as healthier alternatives.

Studies find consistently ignoring a crying baby can negatively impact their brain development, increase stress hormones like cortisol and can even affect their future emotional health.

Babies communicate their needs by crying, and ignoring these cries can lead to prolonged periods of stress, causing a rise in cortisol levels. Elevated cortisol levels can negatively impact brain development, brain structure and a baby’s ability to regulate stress even later in life.

Consistent responsiveness to a baby’s cries helps them develop a sense of security and trust in their caregivers. This can lead to a more secure attachment, which is crucial for emotional well-being, healthy social relationships and brain development.

Babies are not trying to manipulate their parents when they cry, they are communicating their needs and attempting to establish a connection. Responding to these cries is critical for building a strong bond and promoting healthy development.

NO PMID AVAILABLE YET. SOURCE: https://www.theguardian.com/society/2010/apr/21/leaving-baby-to-cry-brain-development-damage

14/01/2026

Parents tell me about fibbing alot!