Speech Pathologist (arranged by services independently)

Speech pathologists work with educators, parents/carers and families using a capacity building approach to support children's communication, language and social development.

Program details

  • Priority area: Communication
  • Primary audience: Educators, parents/carers
  • Delivery mode: Online, consultancy, group training, professional services
  • Strength of evidence: Professional services
  • AEDC sub-domains:
    • Language and cognitive development basic literacy
    • Language and cognitive development interest in literacy/numeracy and memory
    • Language and cognitive development advanced literacy
    • Communication skills and general knowledge
  • Item cost: Variable

Program description

Speech pathologists, using an approach that builds on existing skills and knowledge, work with kindergarten teachers, parents and families through case consultation, group training and other discipline-specific services to enhance and support children's communication, language and social development.

Detailed costs

Variable according to provider.

Implementation considerations

  • Target population: early childhood educators, children and families.
  • Program/practice descriptions and details: speech pathologists provide support to educators that builds on existing skills and knowledge, including coaching and modelling, in order to enhance their confidence in supporting children's communication and language development. Speech pathologists should be registered with Speech Pathology Australia, hold a Bachelor's degree or higher and work in accordance with the VEYLDF.
  • Program adaptability: services should consider, in consultation with a speech pathologist, the needs of their staff and children, and how best they may be supported by a speech pathologist.
  • Staffing: backfill costs may need to be considered in relation to the training, coaching and case work elements of this service.

VEYLDF alignment

Item uses these practice principles

  • Reflective practice
  • Partnerships with families
  • High expectations for every child
  • Equity and diversity
  • Respectful relationships and responsive engagement
  • Assessment for learning and development
  • Integrated teaching and learning approaches
  • Partnerships with professionals

Item responds to these sub-outcomes

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children express ideas and make meaning using a range of media
  • Children engage with a range of texts and get meaning from these texts
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking