This program provides structured, whole-service professional learning and implementation support in Children’s Key Word Sign (KWS). KWS involves using manual signs alongside spoken language to visually reinforce key words, supporting understanding and expression for young children. Educators are trained to embed sign consistently within everyday routines, play-based learning and group experiences. The program includes sequenced training sessions, child-focused visual resources and ongoing mentoring to ensure sustainable implementation. By strengthening adult-child interactions and providing accessible, multimodal communication, the program supports early language, social engagement and inclusive participation for all children.

Children’s Key Word Sign (CKWS) is grounded in research demonstrating that gesture paired with spoken language strengthens early communication development. Studies have consistently shown that children’s early gesture use predicts later vocabulary growth and expressive language outcomes (e.g., Rowe & Goldin-Meadow, 2009). Gesture and speech function as an integrated communication system, with co-speech gestures enhancing comprehension, memory and meaning making (Goldin-Meadow, 2014).

Research indicates that pairing manual signs with spoken words:

• Increases vocabulary acquisition
• Strengthens expressive and receptive language
• Enhances attention to key linguistic input
• Supports working memory and concept retention
• Facilitates participation in social interaction

Gesture-supported communication is particularly beneficial for children experiencing developmental vulnerability, including those from culturally and linguistically diverse backgrounds and children with emerging communication difficulties.

CKWS directly targets the AEDC domain of Communication skills and general knowledge by strengthening children’s ability to:

• Express needs and ideas clearly
• Understand and follow instructions
• Participate in conversations
• Engage meaningfully in group learning

Developmental vulnerability in communication is associated with reduced classroom participation, later literacy challenges and social exclusion. CKWS reduces this vulnerability through educator capability building and consistent multimodal modelling across everyday routines and play based activities.

The primary expected outcome of the Children’s Key Word Sign (CKWS) program is strengthened expressive and receptive communication, increasing children’s ability to participate, be understood and engage confidently in early learning environments. This aligns with the AEDC domain of Communication skills and general knowledge.

For children, expected outcomes include:

• Increased expressive communication, including clearer expression of needs, ideas and emotions
• Improved receptive language and understanding of instructions
• Increased participation in group discussions and play-based learning
• Greater confidence in peer interactions
• Reduced frustration associated with communication breakdown

For educators, expected outcomes include:

• Increased confidence and consistency in modelling language-rich interactions
• Improved ability to scaffold children’s communication within everyday routines and play
• Greater awareness of children who may be experiencing emerging communication vulnerability
• Sustainable embedding of inclusive communication strategies across the service

Where implemented consistently, broader developmental outcomes are also expected, including:

• Improved understanding of early mathematical and positional concepts through visual reinforcement
• Strengthened emotional understanding and self-regulation through clearer expression and labelling of feelings
• Enhanced social competence through increased peer engagement

By strengthening educator capability and embedding multimodal communication practices service-wide, the program aims to create protective communication environments that reduce developmental vulnerability before formal delay is evident.

Professional development sessions are delivered either in person at the service or live online. Training is delivered by the program director or trained CKWS facilitators with experience in early childhood education. Sessions are interactive and practical, equipping educators with the knowledge, tools and resources to begin implementation immediately.

The program is delivered as a scalable, sequenced implementation model tailored to service need. At a foundational level, this includes a 3-hour introductory professional development session, child-focused visual resources and scheduled follow-up support at approximately 3 and 6 months. Educators also receive access to online resources to support ongoing practice.

Expanded implementation pathways include additional professional development sessions, in-room mentoring and coaching, extended resource provision and optional weekly “Signing Stars” support sessions to reinforce consistent embedding across the service.

Online professional learning may be delivered in shorter modules to accommodate staffing and operational requirements.

Sunshine Sign & Sing is committed to culturally responsive and inclusive practice. We recognise that Aboriginal children are overrepresented in developmental vulnerability data and that culturally safe communication environments are essential for engagement and participation.

The Children’s Key Word Sign program is adaptable to local contexts and has previously involved consultation with services such as Deaf Aboriginal Services and liaison with Deadly Ed to ensure respectful understanding of communication practices within Aboriginal communities. These conversations have informed our approach to accessibility, visual communication and cultural awareness in delivery.

The program’s multimodal communication approach supports inclusive participation by reducing reliance on spoken language alone, increasing accessibility for children from diverse linguistic and cultural backgrounds. Delivery models are flexible and can be adapted in collaboration with services to reflect local community priorities.

We are committed to ongoing learning, consultation and culturally responsive practice in partnership with communities and early childhood services.

The CKWS program is inherently inclusive, as it strengthens communication access for all children within a universal framework.

The program supports:

• Children with emerging communication needs
• Children with disability
• Children from culturally and linguistically diverse backgrounds
• Children in rural and remote communities

Delivery can occur in-person or online, ensuring accessibility across metropolitan and regional areas. Resources are visual, practical and adaptable to diverse learning needs. Educators are supported to embed strategies consistently, reducing reliance on individual diagnosis and instead strengthening protective communication environments for the whole cohort. The universal design approach ensures that children who may be at risk of developmental vulnerability benefit without being singled out or stigmatised.