Family Learning & Support – Colquhoun Park Early Years Centre

As part of our ongoing Children’s Rights commitment, we are continuing our journey to embed children’s rights at the heart of everything we do.

A key focus for us this month has been the United Nations Convention on the Rights of the Child (UNCRC) Article 31- The Right to Play

ARTICLE 31 – The Right to Play

As part of our ongoing Children’s Rights commitment, we are continuing our journey to embed children’s rights at the heart of everything we do.

A key focus for us this month has been the United Nations Convention on the Rights of the Child (UNCRC) Article 31 – the child’s right to play.

What is Article 31?

Article 31 states that every child has the right to play.

What this looks like in our setting

We have been working hard to ensure that children have meaningful opportunities to play and explore.

You may have noticed some of the ways we are doing this:

Daily opportunities for free play, where children can choose what they want to do.
Access to indoor and outdoor play spaces that encourage exploration.
A variety of resources and materials that support imaginative and physical play.
Child-led activities, allowing children to follow their interests and ideas.
Staff supporting play by engaging, observing and extending learning through children’s interests.

Why this is important?

Play helps children learn and grow. It helps them build confidence, make friends, learn how to communicate, share and solve problems, stay healthy and it also helps them be creative and more independent.

Thank you for your continued support as we work together.

April 17, 2026April 18, 2026

Teaching Talking

What is “Teaching Talking”?

Teaching Talking is not a “test” that a child passes or fails. Instead, it is a profile used by keyworkers to observe and record how a child is developing in their communication skills.

It is specifically designed for children aged 1 to 5 years and focuses on identifying:

How they listen and pay attention.

How they understand what is being said to them.

How they use words and sentences to express themselves.

How the Assessment Works
The assessment is “playroom-based,” meaning it happens naturally while your child plays and interacts with others. You won’t see your child being taken into a quiet room for a formal exam.

Observation
Staff observe your child during daily activities—like snack time, together time, or free play—to see how they communicate in a real-world setting.

The Profiles
The early years worker checks off milestones the child has reached, such as:

Following simple instructions.

Using two-word or three-word phrases.

Taking turns in a conversation.

Creating a Plan
Once the profile is complete, it creates a “map” of your child’s strengths and areas where they might need a little extra help.

Why is it used in Colquhoun Park Early Years?
We use this tool to promote Early Intervention. By catching a slight delay in speech or listening early (between ages 2 and 5), we can put simple strategies in place—like specific language games or extra layers of support to help the child catch up before they reach higher primary stages.

Note: If the profile suggests a significant delay, the centre will discuss this with you first. They might then suggest a referral to a Speech and Language Therapist or the Early Years Community Assessment Team (EYCAT) for more specialist advice.

April 10, 2026April 18, 2026