Every Child a Talker: Guidance for Early Language Lead ... · Top tips for effective communication: how best to communicate with children. • Guidance on supporting children learning
Post on 15-Jul-2020
1 Views
Preview:
Transcript
Every Child a Talker: Guidance for Early Language Lead Practitioners
Every Child a Talker: Guidance for Early Language Lead Practitioners
First published in 2008 Ref: 00854-2008DOM-EN
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
DSI
CO
LOU
RWO
RKS
11-2
008
1The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
ContentsForeword 2
Introduction 3
Your setting’s journey to Every Child a Talker 6
Stage 1 of the audit: Language provision in your setting 23
Stage 2 of the audit: Identifying priorities and training needs 36
Features of a communication-friendly setting 40
Top tips for talking: Ways in which practitioners can support and develop communication 47
Guidance on supporting children learning English as an Additional Language 53
Making the most of everyday activities: Ways in which practitioners can support and 58 develop children’s speech, language and communication
Effective practice in securing parental engagement 95
Resources 100
2 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Foreword
Michael Rosen – Children’s LaureateIt may seem an obvious thing to say, but one of the best things we can do with young children is to have interesting and enjoyable conversations with them. What this means is that as we go about our activities, whether at home or at nursery, playgroups, playgrounds, the childminding situation, or out and about, we should make a special effort to answer children’s questions, point out things that interest us, involve children in helping and planning what to do next – whether that’s putting out things to play, tidying up, where to visit or whatever. When reading a book with children, make a special effort to read slowly, with lots of fun and expression. Don’t worry about stopping if the children ask you questions. Encourage them to join in with the sounds and rhythms of the story.
We should also think carefully about how we speak to children – do we spend too much of the day issuing commands: ‘do this’, ‘do that’? Do we ever say things that make children seem small by telling them that they’re slow or not good enough? We all need to think how we can keep being positive, encouraging them as they try to say things.
And we can find ways of showing them how the things they say can end up as writing, by writing what they say and displaying it. When we do this, this has to include everyone. No one can be missed out.
All this is crucial for how young children develop their powers of thinking and understanding. At the same time, it’s how they get to feel good about themselves. The two things are intertwined – feeling good about yourself, feeling confident enough to develop your thinking and understanding.
I wholeheartedly support Every Child a Talker, and I ‘m sure it’ll help all of us working with young children to focus on what will help every single child develop.
Michael Rosen
3The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Introduction Welcome to Every Child a Talker: Guidance for Early Language Lead Practitioners. These materials are designed to support you both in developing your own role as a lead practitioner and in developing high quality language provision in your setting.
What is Every Child a Talker?Every Child a Talker (ECAT) is designed to help you and your colleagues create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in Early Years settings, with a childminder or at home with their parents. Through everyday, fun and interesting activities which reflect children’s interests, ECAT will encourage early language development right from the outset, extending children’s vocabulary and helping them build sentences so that before they start school, children are confident and skilled communicators.
Improving practice in Early Years settings is important, but providing lots of opportunities for language learning in the home is vital – it makes the biggest difference to how well a child goes on to achieve. So as well as practitioners talking expressively to children as a matter of routine in the setting, Early Years practitioners should be encouraging the same practice by parents at home. ECAT will offer parents – fathers as well as mothers – ideas about how to support their child’s early language development such as using activities and songs, suggestions of different books, regular visits to the library and story-sharing sessions which parents can join too. ECAT will help to give you and your colleagues the skills and confidence to support parents more effectively, making good links between play and learning in the setting and play and learning at home. As practitioners, you will be talking regularly with parents about how well their child’s language is developing and will be sharing their learning journey.
As an Early Language lead practitioner, you will receive advice, training and support from your local Early Language consultant who has been appointed specifically to work with ECAT settings to make sure that they develop the very best early language provision so that every child really is a talker.
Why is it so important to focus on language development? Language is important because it forms the foundations for interacting with other people – for communicating our needs, our thoughts and our experiences. From the moment of birth, babies are ready to communicate: they listen to and look at people and things in their environment, and respond to what they hear and see. Even the youngest babies need a stimulating environment in which those who care for them respond sensitively to the different meanings of their cries, coos and gestures. This early ability to communicate verbally and non-verbally is the basis on which language is developed. A child’s ability to develop language depends on being immersed in a rich environment of words, sounds, rhythm, and verbal and non-verbal expression from birth.
However, we know that there are still many children starting school without the extended vocabulary and communication abilities which are so important for learning and for making friends. Disadvantaged children are especially prone to language delay, some having only a third of the vocabulary of other children. As children grow older, this early delay can lead to significant difficulties later on, particularly with reading and writing. ECAT is intended to help you give the right support to children from their earliest days so that if there are any difficulties they may be prevented from occurring in the first place, or picked up early so that children are given the help that they need.
4 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
How will ECAT work?Fifty-one local authorities (LAs) have been selected to participate in the first year of the three-year programme. Each of these LAs has selected 20 settings to participate in ECAT. You have been chosen or nominated to be the Early Language lead practitioner in one of those 20 settings which means that you and your colleagues will benefit from extra training and support to develop the very best early language provision. As part of the programme you will be offered specialist support from an Early Language consultant and have the opportunity to engage in a range of professional development opportunities. Funding provided through ECAT will mean that you have time to attend training, observe colleagues, discuss practice and visit other settings as well. The Early Language consultant will visit your setting regularly and will support you in developing best practice for children and also support you in your work with parents. There will be regular cluster meetings for all the ECAT settings in your LA which you are expected to attend. There will be an initial audit and assessment visit to get you started and later visits from the consultant will help you with observing and assessing the children’s language and planning the next steps.
It is important that you work closely with the Early Language consultant to monitor and evaluate the difference ECAT is making to children’s language learning.
What does involvement in ECAT mean for me and my setting?Involvement in ECAT provides an opportunity for you to become involved in a national programme which focuses on a national priority: strengthening children’s early language development. As the Early Language lead practitioner, you will have opportunities to improve your knowledge, skills and expertise in this important area through:
regular support from the Early Language consultant;•regular cluster meetings with the consultant and colleagues from other ECAT settings where there •will be an opportunity to discuss different ways of working and share solutions to practical issues;
attendance at local training and National Strategies events where appropriate;•careful observation and monitoring of children’s language development.•
As part of your role, you will:
audit and analyse the current early language provision in your setting and plan for improvements;•develop the quality of early language provision in your setting;•provide support to colleagues in developing their practice in supporting children’s early •language development;
carefully monitor the impact of ECAT on the quality of your provision and children’s progress;•support a linked setting to develop their language provision and practice;•share your learning and development with colleagues in your own and other settings.•
5The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Introduction to the materialsThese materials are closely linked to the Early Years Foundation Stage (EYFS). You will see that many of them reflect the four themes: A Unique Child; Positive Relationships; Enabling Environments; and Learning and Development. The principles of the EYFS are at the heart of ECAT.
The materials will be developed and distributed to you in instalments throughout the first year of ECAT. This first instalment includes the following sections.
Audit tools for evaluating your current language provision and identifying priorities •for improvement.
Features of communication-friendly settings: what does one look and sound like?•Top tips for effective communication: how best to communicate with children.•Guidance on supporting children learning English as an Additional Language.•Making the most of everyday activities to promote language development.•Effective practice in securing parental engagement.•
The next instalment will include:
A set of activities designed to support the development of early language.•Examples of how to get the best language out of familiar, well-loved stories.•Sample sessions for parents and children to enjoy together.•Case studies describing successful practice.•
Getting started: the audit toolsThe first step on your journey is to undertake an audit of the current language provision in your setting so that you can decide on your starting point and what needs to be improved first. The ECAT materials include two audit tools and you are free to decide which one to use according to your local circumstances. The first one is a reflective process of self-evaluation based on the EYFS which takes you on a journey; the second is in the form of a grid which provides links to the EYFS practice cards and to the Speech, Language and Communication Framework (SLCF). Your Early Language consultant
6 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
will help you to make the right decision and to guide you through this process. If you are also involved in the Communication, Language and Literacy Development (CLLD) programme, you may already have completed an audit for that. If so, then you may continue to use it as your starting point for ECAT.
The SLCF supports the recognition and development of the appropriate skills and knowledge to effectively support children’s speech, language and communication development. The SLCF contributes to the Children’s Workforce Strategy and relates to the Integrated Qualifications Framework (IQF); it ranges from Level 2 through to Level 8 and links to the relevant National Occupational Standards for Early Years Professionals. Details of the SLCF can be found at www.communicationhelppoint.org.uk
Your setting’s journey to Every Child a Talker
What is an audit?An audit is a way of looking at and improving what goes on in your Early Years setting. It involves looking closely at where you would like to be and what are the ideals and goals for your setting. It then involves you evaluating what is happening right now and what you would like to change. An audit is a positive process that helps you to identify areas where you need help or guidance so that your setting can support children and staff in the best ways possible. There are different types of audit and this model is based on the idea of going on a journey.
7The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
This diagram explains the audit process in more detail:
The audit process can be seen as a kind of journey. In this case the final destination is a setting where every child is an effective communicator, where ‘every child is a talker’. Before starting on a journey, it’s important to make proper preparations – to evaluate where you are now and to decide what you want to take with you and what you want to leave behind. It’s also important to identify the road-blocks that you may encounter along your journey so that you can think about how to overcome these potential barriers to improvement. This evaluation process will help you to plan a route towards your destination. Every setting will have different needs and priorities and every setting’s journey will be different. Then comes the ongoing process of monitoring the progress of your journey, and the familiar question ‘Are we nearly there yet?’.
Note: For the purposes of this document we will describe the ‘destination’ as ‘Every Child a Talker’. There are of course, many other legitimate ways of communicating other than talking, such as the use of gestures, sign language or augmentative and alternative communication.
8 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
1. Destination: Every Child a TalkerBefore you set off on a journey, it is important to know where you are going. What would a setting look like where every child is a talker?
Spend some time reading through the following sections of this guidance:
Top tips for talking•Features of a communication-friendly setting•Effective practice in securing parental engagement•Guidance on supporting children with learning English as an Additional Language•
Speech, language and communication have been identified as an important area for Early Years settings and there is already a large amount of guidance and information available. The advice and ideas outlined in these resources can together give us a picture of what a rich language environment might look like.
Some ways to get to know your destinationThe following activities are intended to help staff to imagine what a setting where every child is a talker might look like. Take some time to read, talk, draw, write, think and observe. You may like to involve parents or other key people in these activities.
ImagineSpend some time as a staff group sharing ideas about what a setting where every child is a talker would look like. This is your chance to be creative and ‘think big’! If possible, make use of the advice given in the resources section. Set up a ‘graffiti wall’ (a large piece of paper on a wall or table) and encourage everyone to write or draw ideas as they think and talk. What activities would be set up? What would the children be doing? What would the staff be doing? What kinds of policies and paperwork would there be available?
9The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Draw an outline of a person (you can draw round a willing staff member or a child if you like). Think about what knowledge and skills practitioners would have in a setting where every child is a talker. Write the attributes around your outline to build the ‘perfect staff member’.
Knowledge about how language develops
Concern and care for children
Plenty of useful resources
Here are some ideas to get you thinking:
InspireArrange a visit to an Early Years setting that you or your Early Language consultant knows is a model of good practice. It doesn’t have to be close by, why not go further afield and make it a day out? Try to look past the differences between your setting and theirs (for example, if they have specialist resources or a well-designed outdoor space), use the visit to inspire and enthuse about what is possible for your staff and setting.
10 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
2. Preparing for the journey: EvaluationThe following evaluation tool is intended to allow all staff members to reflect on aspects of your Early Years setting and their own role within it. It is not an exhaustive audit of every aspect of your setting and definitely not an inspection. It is an improvement tool designed to help you to identify your setting’s strengths and needs and so begin to make the journey towards the kind of destination that you have been imagining.
Your Early Language consultant can help to guide you through the activities. Try to involve as many staff members as possible so that all staff are included in the changes and developments that will happen as a result.
The evaluation is divided into four sections, relating to the four key themes of the Early Years Foundation Stage (EYFS). The EYFS underpins everything that goes on within an Early Years setting and each of the key themes of the EYFS can support children’s speech, language and communication in a different way.
This diagram illustrates the EYFS at work within a setting. The children in your setting are at the centre of all your work (A Unique Child). The children are surrounded by Positive Relationships (with parents, staff and other key people) and Enabling Environments (both physical and emotional). Learning and Development occurs throughout.
Early Years setting
Enabling Environments
Positive Relationships
A Unique Child
Learning and Development
The evaluation is structured as follows.
A core evaluation activity• relating to the EYFS theme and principle.
These activities should take no more than 45 minutes and are designed to be tools for individual and group reflection.
A list of existing nationally available tools and further reading• .
These can be used to supplement and enhance your evaluations and may give examples of more structured, systematic and quantitative evaluation tools (your Early Language Consultant will be aware of locally available resources that may also be relevant). This includes further reading for those that are interested and links to other relevant national guidance.
A summary of the outcomes• that you should record.
These will be used later when identifying your priorities and making plans.
11The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A Unique ChildEvaluating how your setting supports the unique speech, language and communication skills of every child.
EYFS Principle: Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.
Core activityTime: 30 minutes
Resources: pen, paper, list of children
Think about all of the children in your Early Years setting and the ways in which they express themselves or communicate. Every child is different, although children can share similarities. Some of the ‘types’ of communicators you may have in your setting are listed below (you may be able to think of more or different categories).
Early communicator:• a child whose communication needs to be interpreted by adults, e.g. a baby who is crying because she is hungry.
Attentive communicator:• a child who is using some gestures and some words to communicate, e.g. pointing and saying ‘mummy gone’.
Developing communicator:• a child who can communicate but finds it difficult to make sentences or pronounce some sounds in words.
Questioning communicator:• a child who uses simple sentences to communicate and asks questions to find out more.
Skilled communicator:• a child who communicates in the way that you would expect for his/her age (using words, using sentences, telling stories).
English as an Additional Language learner:• a child who can communicate effectively in their own language but has not yet learnt English.
Reluctant communicator:• a child who needs lots of encouragement to communicate or who is ‘shy’, but is otherwise a competent communicator.
Try to place each of the children in your setting under one of these headings. Which children do you think you are supporting well in their speech and language development? Which children are making good progress? Underline their names in red.
Which children need more support than is currently provided? Underline their names in blue.
Outcomes
A record of the number of children who are red (well supported) and blue (need further support).•An improved awareness of which ‘types’ of children need more support than is currently •provided in your setting.
Additional resources For more information about the individual communication skills of each child, access staff •observations or reports written by other professionals (e.g. speech and language therapists, educational or clinical psychologists, portage workers).
12 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
The ages and stages section of the • EYFS may help you to place children’s developmental level. You will also be able to match these descriptors to the tool for monitoring children’s progress with the help of your Early Language consultant.
www.earlysupport.org.uk• provides information about support for disabled children.
Section 1:21 of the Inclusion Development Programme •www.standards.dfes.gov.uk/primary/features/inclusion/sen/idp provides opportunities to reflect on your practice in supporting individual children.
13The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Positive RelationshipsEvaluating the frequency of interactions between staff and children that support the children’s speech, language and communication.
EYFS Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Core activityTime: 45 minutes
Resources: pen and paper
For this evaluation activity each staff member must first work alone.
Think about times when you have had good experiences involving children and talking. Write down three of your best memories. Give a name to each memory and write a short sentence to describe it.
For example: discovering a snail in the garden – three children found a snail and we all crowded round talking about it, how it looked and felt.
After you have written your three top memories, go back over them and write another sentence about why they were good talking experiences.
For example: It was good because I took time to talk about what the children were interested in, we weren’t in a rush and all three children were able to join in.
Collect all these sentences together as a staff group and underline words that stand out or themes that are common.
For example: It was good because I took time to talk about what the children were interested in, we weren’t in a rush and all three children were able to join in.
These are the existing skills of the staff and should be celebrated. Now ask each person to think about these positive interactions. How often does each person estimate that they engage with children in positive interactions such as these? Ask each staff member to think carefully and to write down one of the following options: A, B, C, D or E on a piece of paper.
More than 3 times a dayA.
1–3 times a dayB.
Once a dayC.
Once a weekD.
Less than once a weekE.
Collect in the slips of paper and collate the results.
Outcome
An estimated frequency for the whole staff team of how often positive interactions occur.•
14 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Additional resourcesStaff can further reflect on their own skills through use of the Speech, Language and •Communication Framework (SLCF) which can be found at www.communicationhelppoint.org.uk
Video can be a useful reflective tool when thinking about adult–child interaction. Ask your •Early Language consultant if they would be willing to organise a video-led self-reflection session for staff.
15The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Enabling EnvironmentsEvaluating how the environment that your setting creates supports the speech, language and communication development of the children.
EYFS Principle: The environment plays a key role in supporting and extending children’s development and learning.
Core activityTime: 45 minutes
Resources: large piece of paper; black, red and blue pens
Make a drawing of the layout of your setting, including inside and outside space.
It might look a bit like this:
Toilets Book corner
Outside play space
SandMark- making table
The environment in which children play and learn can increase the opportunities for communication, using and understanding language. Other aspects of the environment can discourage talking, for example if a CD is playing music loudly.
Think about places in the setting where good talking takes place (this may be places where children initiate talk or where lots of talking takes place by children). Take a red pen and mark with a cross where the talking ‘hot-spots’ are: places where adults and children engage in conversation or where children talk to each other. Add one cross if talking takes place there sometimes, and more crosses if it takes place there a lot.
Take a blue pen and mark with a circle the places where you think talking could take place but does not at the moment.
Outcomes
A record of the number of red ‘areas where talking occurs’ and blue ‘areas for improvement’ •markings.
A list of the places where talking could be taking place but does not at present.•
Additional resourcesThe Communication Friendly Spaces toolkit: Improving speaking and listening skills in the Early Years •Foundation Stage contains an audit workbook that could help you to plan and further improve your setting environment.
16 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Community Playthings provide guidance and information about room layout, furniture and •design of the Early Years environment (www.communityplaythings.com).
EYFS section 3 ‘Enabling Environments’ provides information, opportunities for reflective practice •and further reading.
17The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Learning and DevelopmentEvaluating how the activities and set-up of your Early Years setting support the speech, language and communication of children throughout the day.
EYFS Principle: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and interconnected.
Core activityTime: 30 minutes
Resources: large piece of paper; black, blue and red pens
Draw a time line, listing everything that happens during your setting’s day. Here is an example:
Staff arrive Setting up Parents bring children Free play Circle time
➞
➞
➞
➞
➞
8:00 8:45 – 9:00 9:00 – 9:30 9:30 – 10:00
Talking does not happen all of the time. During certain activities, children need to listen to instructions or be directed (e.g. when a situation could be dangerous, like crossing a road). However, there are many opportunities for talking throughout the day. Does your setting make the most of every opportunity for talking?
Think about times of the day when good talking (both adult–child and child–child) takes place. Mark these ‘talking hotspots’ with a red pen. With a blue pen, mark the times when ‘child talking’ could take place but doesn’t at the moment.
Outcomes
A record of the number of marks in red (times when good talking occurs) and blue (times •when talking is not taking place).
A list of times of day when talking could take place but does not at present.•
Additional resourcesEYFS guidance provides ideas, background information and further reading to support planning •and reflecting on learning and development.
You will find lots of useful suggestions to develop children’s language in the ‘Making the most of •everyday activities’ section of this resource.
18 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
19The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
3. Barriers
Progress so farThrough imagining and being inspired by yourselves and others, you should now have developed a clear picture of what a setting where every child is a talker might look like. You should also have identified a number of ways in which your setting is already positively supporting children’s speech, language and communication development, demonstrating that you have already started your journey towards a setting where every child is a talker.
You should have discussed and recorded the following.
Children who you are supporting well (• A Unique Child).
Experiences of good quality interactions between adults and children (• Positive Relationships).
A list of areas of the Early Years setting where talking is encouraged (• Enabling Environments).
A list of times of the day or activities during which speech, language and communication are •currently being developed (Learning and Development).
Road-blocksWhat are the things that are preventing your setting from reaching your destination? Why don’t the positive things that are happening in your setting happen all of the time? This activity will help you to identify potential barriers to improvement and change.
Core activityTime: 30 minutes
Resources: pens, sticky notes, larger pieces of paper
Look carefully at the positives and the areas for development that you have identified.
Ask each staff member to take a pile of sticky notes and write one potential barrier to change on each note. For example: I don’t know how; We don’t have enough resources; I don’t have time. Try to be as specific and detailed as possible.
Group the sticky notes under the following headings:
Knowledge and skills•Resources•
20 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Organisation and planning•Policies, systems and paperwork•Motivation and ability to prioritise this project.•
Outcome
A comprehensive list of difficulties and stumbling blocks for your staff and setting.•
21The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
4. Priorities and plansAs with all journeys, it is unlikely that your setting will reach the destination of Every Child a Talker straight away. This section will help you to plan the route towards your destination, where you are going next and to identify the priorities. As with the other activities, it’s important to include as many people as possible in these discussions.
Using the evaluation tools, you have thought carefully about your setting and have recorded some outcomes that may suggest areas for improvement:
A list of children who you are not supporting well (• A Unique Child).
An awareness of how frequently (or infrequently) positive adult–child interactions are occurring •(Positive Relationships).
A list of areas in the Early Years setting where communication could be encouraged further •(Enabling Environments).
A list of times of the day or activities during which speech, language and communication could be •further developed (Learning and Development).
You have also identified barriers to potential progress and grouped them into broader focus areas.
Now it is necessary to think more specifically about exactly which of these areas for development your staff and setting will focus on, planning realistic time-frames and identifying the resources and support that will be needed for the journey.
Core activityTime: 30 minutes
Resources: paper, pens, counters, groups of sticky notes from road-blocks activity above
As a setting and as individuals you will each have a limited amount of resources: time, funding, energy, motivation, capacity, and ideas. Ask each staff member to take up to five counters. These counters represent units of resource and by choosing how many counters to take, each staff member is choosing how much commitment they are willing to put into the journey towards Every Child a Talker. Each staff member must take at least one counter.
Lay out the sheets of paper containing the sticky notes grouped into focus areas. Ask each staff member to distribute their counters according to which of these areas are most important and, in their opinion, should be focused upon or prioritised by your setting. Counters can be distributed however each staff member wishes (e.g. all counters can be placed on one sheet). All counters must be used up.
Which focus areas have the most counters? Does this reflect the majority opinion about which focus area for development should be prioritised? Some discussion and negotiation may be necessary.
Follow-up and action planning It is now necessary to make a specific plan about how improvements and changes can be made. Any improvements should enhance the development of speech, language and communication across all aspects of the EYFS: the children, the adult–child relationships, the environment and the learning and development that takes place.
Using the strengths, needs, areas for development and priorities identified by the whole staff team, as the Early Language lead practitioner (ELLP) you will now work together with your Early Language consultant to write an action plan specifically for your setting. The action plan should be specific, outlining exactly what needs to be done, by whom and by when, and what resources you will need. Here is an example of what an action plan might look like.
22 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Aim Steps needed to reach the aim
By whom By when Resources needed
Monitoring
Increase staff knowledge about speech and language development
Assess existing skills
Make an individual plan for each staff member
Attend training courses
Each staff member
ELLP and staff
All staff
October 4th
Week beginning October 7th
As arranged
SLCF audit tool
Access to computer
Completed audits
List of available training courses
Funding for staff cover
✓
✓
Increase the number of opportunities for small-group work
Identify points of the day where small-group work could occur
Choose two points where small-group work could occur
Implement small-group work
ELLP
ELLP and staff
All staff
November 6th
Staff meeting November 7th
Week beginning November 9th
Outline of timetable for day
List of possible points
---
✓
23The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Stage 1 of the audit: Language provision in your settingThis is the second tool for auditing the language provision in your setting. You only need to carry out one audit. Choose the one which seems to most suit your needs. If you are also part of the Communication, Language and Literacy (CLLD) programme, you may have already completed an audit. If so, you may choose to continue to use it as your starting point for development.
This audit is also based on the four themes of the EYFS:
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
Each section has a set of questions or prompts about practitioners’ awareness, knowledge and skills and the provision in the setting which supports children’s speech, language and communication development. There are also links to the EYFS Principles into Practice cards, the Speech, Language and Communication Framework (SLCF) and suggestions of where to access training and learning opportunities to help you and your team to develop essential skills for developing high quality early language provision.
You will need to work through the questions together as a staff group, with the help of your Early Language consultant. You should think carefully about what the provision in your setting is like currently, and note down whether it is successful and what else you could do to improve. That is the first stage of the process. Once you have completed the audit you will need to use the next section, ‘Identifying priorities’, to decide the most important steps to take for your setting.
24 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
A U
niqu
e Ch
ild
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
1.1
Child
Dev
elop
men
t
SLCF
Co
ntin
uing
Pro
fess
iona
l D
evel
opm
ent
Wha
t is t
he
evid
ence
?W
hat i
s suc
cess
ful
and
why
?W
hat
impr
ovem
ents
ar
e ne
eded
?
How
wel
l do
prac
titio
ners
dem
onst
rate
th
eir u
nder
stan
ding
of c
hild
ren’
s typ
ical
sp
eech
, lan
guag
e an
d co
mm
unic
atio
n de
velo
pmen
t and
und
erst
and
that
la
ngua
ge sk
ills u
nder
pin
lear
ning
? Can
yo
u gi
ve e
xam
ples
of c
hild
ren
who
you
ha
ve o
bser
ved
and
desc
ribe
whe
re th
eir
deve
lopm
ent i
s whe
n co
mpa
red
with
ty
pica
l dev
elop
men
t?
Uni
vers
al
com
pete
nces
:
A2/
A3/
A5/
A6/A
9
Prac
titio
ners
may
ne
ed to
acc
ess t
rain
ing
on y
oung
chi
ldre
n’s
spee
ch, l
angu
age
and
com
mun
icat
ion
deve
lopm
ent;
rese
arch
in
form
atio
n on
typi
cal
deve
lopm
ent;
and
wor
k w
ith p
eers
or m
anag
ers o
n ob
serv
atio
n sk
ills
25The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
ds:
1.2
Incl
usiv
e Pr
acti
ce
1.3
Keep
ing
Safe
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
How
wel
l do
prac
titio
ners
pro
mot
e eq
ual a
cces
s to
child
ren
and
fam
ilies
? Ca
n yo
u gi
ve e
xam
ples
of h
ow y
ou
valu
e, w
elco
me
and
supp
ort f
amili
es?
This
may
incl
ude:
wel
com
e in
form
atio
n• di
spla
ys in
the
sett
ing
whi
ch sh
ow
• staf
f pho
togr
aphs
and
nam
es,
timet
able
s, w
elco
me
gree
tings
and
cu
rric
ulum
info
rmat
ion
disc
ussi
ons w
ith p
aren
ts to
ens
ure
• that
the
need
s of e
very
chi
ld a
re m
et
prov
idin
g op
port
uniti
es fo
r par
ents
to
• disc
uss t
heir
conc
erns
a w
arm
wel
com
e fo
r all
visi
tors
•
Uni
vers
al
com
pete
nces
:
G1
Prac
titio
ners
may
nee
d to
ac
cess
trai
ning
for:
Equa
l opp
ortu
nitie
s and
W
orki
ng in
par
tner
ship
w
ith p
aren
t/ca
rers
The
sett
ing
prac
titio
ners
to
dev
elop
and
mai
ntai
n a
polic
y fo
r the
supp
ort a
nd
wel
com
e of
fam
ilies
and
ch
ildre
n
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
1.4
Hea
lth
and
Wel
l-bei
ng
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
How
wel
l do
the
prac
titio
ners
supp
ort
child
ren’
s com
mun
icat
ion
need
s in
a gr
oup
and/
or in
divi
dual
ly? C
an y
ou
give
exa
mpl
es?
Uni
vers
al
com
pete
nces
:
D1/
D2
Prac
titio
ners
may
nee
d to
acc
ess t
rain
ing
for
beha
viou
ral,
emot
iona
l an
d so
cial
dev
elop
men
t an
d re
sear
ch lo
cal p
olic
ies
for i
nvol
vem
ent o
f ou
tsid
e ag
enci
es w
here
ap
prop
riate
26 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Posi
tive
Rel
atio
nshi
ps
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.1
Resp
ecti
ng E
ach
Oth
er
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
How
do
prac
titio
ners
pro
mot
e po
sitiv
e co
mm
unic
atio
ns w
ith c
hild
ren
and
adul
ts?
This
is e
vide
nt in
chi
ldre
n, w
ho:
are
enco
urag
ed to
talk
abo
ut th
eir
• own
inte
rest
s oth
er th
an ju
st th
e ta
sk
in h
and
are
enco
urag
ed to
spea
k in
gro
ups t
o • ch
ildre
n an
d ad
ults
, as w
ell a
s dur
ing
free
pla
y
have
opp
ortu
nitie
s for
supp
orte
d • co
nver
satio
n w
ith th
eir p
eers
as w
ell
as o
ppor
tuni
ties t
o in
tera
ct w
ith th
eir
peer
s with
out a
dult
intr
usio
n
have
opp
ortu
nitie
s to
shar
e bo
oks
• with
thei
r pee
rs
have
opp
ortu
nitie
s to
use
thei
r ow
n • la
ngua
ge if
Eng
lish
is n
ot th
eir f
irst
lang
uage
This
is e
vide
nt in
adu
lts w
ho:
use
sim
ple
repe
titiv
e la
ngua
ge d
urin
g • ev
eryd
ay a
ctiv
ities
gain
chi
ldre
n’s a
tten
tion
befo
re
• deliv
erin
g in
stru
ctio
ns
talk
at a
n ap
prop
riate
rate
usi
ng sh
ort
• sent
ence
s
Uni
vers
al
com
pete
nces
:
C1/C
2/C3
/C4/
C5
Prac
titio
ners
may
nee
d to
con
side
r the
EYF
S Pr
inci
ples
and
may
nee
d ac
cess
to fu
rthe
r tra
inin
g in
com
mun
icat
ion
deve
lopm
ent t
o en
sure
th
at p
ract
ition
ers c
an
prom
ote
com
mun
icat
ion
in a
sett
ing
27The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.1
Resp
ecti
ng E
ach
Oth
er (c
onti
nued
)
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
adap
t the
ir la
ngua
ge to
the
leve
l of
• the
child
’s
mod
el th
e co
rrec
t sen
tenc
e w
hen
• they
hea
r a c
hild
’s in
corr
ect u
tter
ance
exte
nd th
e ch
ild’s
utte
ranc
es
• (see
info
rmat
ion
in ‘F
eatu
res o
f co
mm
unic
atio
n-fr
iend
ly se
ttin
gs’
sect
ion
of th
is g
uida
nce)
enco
urag
e ch
ildre
n to
ask
que
stio
ns
• use
voca
bula
ry c
hild
ren
can
• unde
rsta
nd in
eve
ryda
y in
stru
ctio
ns
give
chi
ldre
n tim
e to
resp
ond
• give
a ru
nnin
g co
mm
enta
ry o
n • th
e ch
ild’s
activ
ity ra
ther
than
ask
qu
estio
ns, m
ost o
f the
tim
e
use
natu
ral g
estu
re a
nd fa
cial
• ex
pres
sion
to su
ppor
t lan
guag
e
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.2
Pare
nts a
s Par
tner
s
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Info
rmat
ion
link
with
1.2
in ‘A
Uni
que
Child
’ sec
tion
Uni
vers
al
com
pete
nces
:
A8 B7 D2
G1/G
2
Prac
titio
ners
may
nee
d to
ac
cess
trai
ning
28 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.3
Supp
orti
ng L
earn
ing
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Prac
titio
ners
can
dem
onst
rate
ap
proa
ches
in th
eir e
very
day
prac
tice
whi
ch su
ppor
t chi
ldre
n’s c
omm
unic
atio
n de
velo
pmen
t by:
ensu
ring
that
all
child
ren
have
the
• oppo
rtun
ity to
inte
ract
1:1
with
an
adul
t if t
hey
wis
h
spea
king
sens
itive
ly to
shy
or
• unse
ttle
d ch
ildre
n
help
ing
child
ren
to se
ttle
whe
n th
ey
• arriv
e if
need
ed
play
ing
alon
gsid
e ch
ildre
n w
ithou
t • al
way
s dire
ctin
g th
eir p
lay
mod
ellin
g w
ords
and
sent
ence
s • ap
prop
riate
ly in
resp
onse
to c
hild
ren’
s de
velo
ping
spee
ch a
nd la
ngua
ge
enco
urag
ing
child
ren’
s • in
depe
nden
ce a
nd se
lf-co
nfid
ence
by
ackn
owle
dgin
g al
l effo
rts
faci
litat
ing
shar
ed p
lay
and
turn
-• ta
king
mod
ellin
g ac
tiviti
es a
nd ta
lkin
g ab
out
• wha
t the
y ar
e do
ing
mod
ellin
g a
rang
e of
pos
itive
• be
havi
our a
nd la
ngua
ge
help
ing
child
ren
to d
evel
op a
nd
• exte
nd im
agin
ary
play
Uni
vers
al
com
pete
nces
:
A4/A
7/A8
B4/B
5
C1/C
2/C3
E1 F1
Prac
titio
ners
may
nee
d to
con
side
r the
Prin
cipl
es
of th
e EY
FS a
nd c
onsi
der
acce
ss to
furt
her t
rain
ing
in c
omm
unic
atio
n de
velo
pmen
t; ac
cess
re
sour
ces s
uch
as I
CAN
’s Le
arni
ng to
Talk
: Tal
king
to
Lear
n D
VD a
nd a
ppro
pria
te
web
site
s
29The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.3
Supp
orti
ng L
earn
ing
(con
tinu
ed)
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
supp
ortin
g ou
tdoo
r pla
y by
• m
odel
ling
lang
uage
bas
ed o
n th
e ch
ild’s
activ
ities
and
enc
oura
ging
pe
er in
tera
ctio
n
usin
g qu
estio
ns th
at in
vite
• co
nver
satio
n or
enc
oura
ging
re
ason
ing
skill
s rat
her t
han
yes/
no
answ
ers
resp
ondi
ng p
ositi
vely
to c
hild
ren’
s • ef
fort
s to
com
mun
icat
e
givi
ng c
lear
exp
ecta
tions
of r
ules
• lett
ing
child
ren
know
of e
xpec
ted
• chan
ges t
o th
e da
y, e
.g. v
isit
of d
entis
t
activ
ely
supp
ortin
g ch
ildre
n in
solv
ing
• thei
r pro
blem
s and
dis
pute
s
resp
ectin
g th
e ch
ild’s
othe
r lan
guag
es
• whe
re re
leva
nt, i
.e. h
ome
lang
uage
(if
not E
nglis
h), s
ign
lang
uage
30 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
2.4
Key
Pers
on
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
t W
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
As a
key
per
son
desc
ribe
the
proc
ess
and
prov
ide
evid
ence
of h
ow y
ou
have
supp
orte
d a
child
who
has
ad
ditio
nal n
eeds
Uni
vers
al
com
pete
nces
:
E1/E
2/E3
/E4/
E5/E
6
F1/F
2
G1/G
2
Prac
titio
ners
may
nee
d
to re
view
a c
hild
’s re
cord
to
iden
tify:
how
the
prac
titio
ner h
as
• reco
rded
obs
erva
tions
an
d co
mpa
red
prog
ress
with
typi
cal
deve
lopm
ent
how
the
prac
titio
ner
• has w
orke
d co
llabo
rativ
ely
with
ot
her p
rofe
ssio
nals
31The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Enab
ling
Envi
ronm
ents
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
3.1.
Obs
erva
tion
, Ass
essm
ent a
nd
Plan
ning
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Doe
s the
pla
nnin
g pr
omot
e a
bala
nced
ap
proa
ch to
adu
lt-di
rect
ed a
nd fr
eely
ch
osen
act
iviti
es? H
ow d
o yo
u en
sure
th
at y
our p
lann
ing
incl
udes
:
EYFS
Prin
cipl
es?
• flexi
bilit
y to
resp
ond
to sp
onta
neou
s • ev
ents
(suc
h as
snow
fall)
?
daily
obs
erva
tions
and
ana
lysi
s?• re
gula
r upd
ate
of le
arni
ng re
cord
s?• op
port
uniti
es to
reco
rd p
aren
ts’ v
iew
s • an
d co
ntrib
utio
ns?
Uni
vers
al
com
pete
nces
:
B1 C1/C
2/C3
/C4/
C5
F1
Prac
titio
ners
may
nee
d to
acc
ess t
rain
ing
on th
e EY
FS P
rinci
ples
, pla
nnin
g,
obse
rvat
ion
and
reco
rd-
keep
ing
and
acce
ss
appr
opria
te in
form
atio
n th
roug
h a
varie
ty o
f so
urce
s, e.
g. w
ebsi
tes,
publ
icat
ions
, etc
.
32 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
ds:
3.2
Supp
orti
ng E
very
Chi
ld
3.3
The
Lear
ning
Env
iron
men
t
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Doe
s the
sett
ing
prov
ide
a le
arni
ng
envi
ronm
ent w
hich
supp
orts
chi
ldre
n’s
spee
ch, l
angu
age
and
com
mun
icat
ion
deve
lopm
ent a
nd in
clud
e:
reso
urce
s tha
t are
ava
ilabl
e fo
r fre
e
• play
and
eas
ily re
ache
d by
the
child
ren
or e
asily
with
in th
eir l
ine
of
vis
ion?
equi
pmen
t tha
t is a
vaila
ble
in b
oxes
• cl
early
labe
lled
with
a p
ictu
re o
r sy
mbo
l?
an e
nviro
nmen
t with
wel
l-def
ined
• ar
eas?
quie
t are
as o
r are
as u
sed
for s
tory
time
• that
are
less
visu
ally
dist
ract
ing?
outd
oor p
lay
with
imag
inat
ive
role
-• pl
ay so
me
of th
e tim
e?
Uni
vers
al
com
pete
nces
:
A1/A
8
B4 C2 D1/
D2
E1 G1
Prac
titio
ners
may
nee
d to
acc
ess t
rain
ing
to
deve
lop
know
ledg
e an
d sk
ills t
o su
ppor
t chi
ldre
n’s
spee
ch, l
angu
age
and
com
mun
icat
ion
deve
lopm
ent a
nd a
cces
s ap
prop
riate
info
rmat
ion
and
reso
urce
s
33The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
3.4
The
Wid
er C
onte
xt
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Des
crib
e th
e sy
stem
s tha
t the
sett
ing
has
in p
lace
to sh
are
info
rmat
ion
with
:
othe
r set
tings
that
a c
hild
may
als
o be
• at
tend
ing
pare
nts
• othe
r pro
fess
iona
ls w
orki
ng w
ith th
e • ch
ild a
nd fa
mily
sett
ings
that
a c
hild
will
tran
sfer
to•
Uni
vers
al
com
pete
nces
:
C5 E1/E
2/E3
/E4/
E5/E
6
G1/G
2
Prac
titio
ners
may
nee
d tr
aini
ng to
com
plet
e th
e Co
mm
on A
sses
smen
t Fr
amew
ork
(CAF
)
34 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Lear
ning
and
Dev
elop
men
t
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
4.1
Play
and
Exp
lora
tion
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Do
prac
titio
ners
regu
larly
pro
vide
pl
ay a
ctiv
ities
to su
ppor
t chi
ldre
n’s
spee
ch, l
angu
age
and
com
mun
icat
ion
deve
lopm
ent b
y pr
ovid
ing
op
port
uniti
es to
:
exte
nd a
nd d
evel
op p
lay
thro
ugh
• stim
ulat
ing
reso
urce
s?
obse
rve
play
and
list
en c
aref
ully
• be
fore
inte
rven
ing?
read
and
rere
ad fa
vour
ite st
orie
s • to
chi
ldre
n?
mak
e tim
e to
say
rhym
es a
s wel
l as
• sing
with
gro
ups o
f chi
ldre
n?
freq
uent
ly su
ppor
t son
gs a
nd st
orie
s • w
ith a
ctio
ns, o
bjec
ts o
r pup
pets
?
use
appr
opria
te m
etho
ds to
intr
oduc
e • ne
w c
once
pts a
nd v
ocab
ular
y?
repe
at a
nd re
info
rce
new
voc
abul
ary?
• link
child
ren’
s spo
ken
lang
uage
with
• w
ritte
n la
ngua
ge?
Uni
vers
al
com
pete
nces
:
A7/A
9
C2/C
3
D1
H1
Prac
titio
ners
may
nee
d to
acc
ess t
rain
ing
to
deve
lop
know
ledg
e an
d sk
ills t
o su
ppor
t chi
ldre
n’s
spee
ch, l
angu
age
and
com
mun
icat
ion
deve
lopm
ent a
nd a
cces
s ap
prop
riate
reso
urce
s and
in
form
atio
n
35The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
d:
4.1
Play
and
Exp
lora
tion
(con
tinu
ed)
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
give
regu
lar s
uppo
rt to
thos
e w
ho
• stru
ggle
to u
nder
stan
d, a
nd c
heck
ch
ildre
n ha
ve u
nder
stoo
d in
stru
ctio
ns?
acce
pt n
on-v
erba
l com
mun
icat
ion
as
• wel
l as v
erba
l?
ensu
re th
at a
ll ch
ildre
n (in
clud
ing
the
• leas
t ver
bal o
r non
-ver
bal)
have
a tu
rn
at e
xpre
ssin
g th
emse
lves
in a
gro
up?
EYFS
Pri
ncip
les i
nto
Prac
tice
Car
ds:
4.2
Act
ive
Lear
ning
4.3
Crea
tivi
ty a
nd C
riti
cal T
hink
ing
4.4
Are
as o
f Lea
rnin
g D
evel
opm
ent
SLCF
Cont
inui
ng P
rofe
ssio
nal
Dev
elop
men
tW
hat i
s the
ev
iden
ce?
Wha
t is s
ucce
ssfu
l an
d w
hy?
Wha
t im
prov
emen
ts
are
need
ed?
Des
crib
e ho
w p
ract
ition
ers m
ake
lear
ning
pla
ns fo
r eac
h ch
ild w
hich
:
allo
w c
hild
ren
som
e co
ntro
l ove
r the
ir • le
arni
ng
help
them
feel
secu
re a
nd c
onfid
ent
• gene
rate
real
istic
aim
s and
obj
ectiv
es• re
cogn
ise
that
eac
h ch
ild’s
lear
ning
• jo
urne
y an
d ne
eds a
re u
niqu
e
ensu
re p
aren
ts’ v
iew
s are
incl
uded
• ensu
re th
at a
spec
ts o
f the
six
Area
s of
• Lear
ning
and
Dev
elop
men
t ar
e in
clud
ed
Uni
vers
al
com
pete
nces
:
A2/
A5/
A7/A
9
C1/C
4/C5
D1/
D2
E1 G1
Prac
titio
ners
may
nee
d to
acc
ess t
rain
ing
in
plan
ning
, obs
erva
tion
and
asse
ssm
ent,
linki
ng in
with
th
e EY
FS p
rinci
ples
The
Spee
ch, L
angu
age
and
Com
mun
icat
ion
Fram
ewor
k (S
LCF)
, cre
ated
by
The
Com
mun
icat
ion
Trus
t 200
7.
36 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Stage 2 of the audit: Identifying priorities and training needsAuditing each setting’s provision for language support is the first stage of the process of improvement with the aim of developing children’s speech, language and communication skills more effectively.
The next stage is to identify and plan areas for development. However, once you have started out on the audit, the whole process becomes ongoing as this diagram shows:
Each of these areas is covered in more detail on the pages that follow.
Audit of language provisionYou will now have completed the audit tool in the previous section which has given you a structure for evaluating the skills and knowledge of staff within your setting and which recognises good language practices. The ‘Features of communication-friendly settings’ section of this guidance adds further information on how to use the environment and resources to support communication and language development.
It is important to carry out a review of the audit and priorities regularly – for example, once a year – to make sure that you are considering all aspects of your setting in relation to speech, language and communication development and support.
37The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Identify areas that would benefit from improvement The audit will have highlighted areas which currently support communication development in your setting. It also provides information on different aspects that are not yet in place. These areas for development can be grouped together to identify key targets for improvement.
Prioritise improvementsYou will probably have identified a number of areas in your setting that could benefit from improvement. However, some of these may be more important than others and may be relatively easy to address. Some of them may be appropriate to implement immediately, requiring little change. Others may require more detailed planning, including further training for practitioners.
It will be important to discuss the priorities with your Early Language consultant or other local professionals as they will be able to point you in the direction of useful support or training.
The mechanism of improvementWhen considering your priorities it is important to think about how improvements can be planned for and managed. Each selected improvement may be supported through one or more of the following:
staff team meeting discussions;•practitioner research, e.g. a practitioner may visit a known local centre of excellence;•outside support and advice, e.g. Early Language consultant;•training of individuals or whole staff;•purchasing or renewing materials;•reorganisation of staff, routines or environment.•
If you decide that further training is required, the Early Language consultant can provide guidance in accessing training. It may be something specific that the consultant can carry out for you, or it may be more appropriate to go on a local course or to access national training. Local training courses may be available through the LA or through the local speech and language therapy department.
If all members of staff need the same training, it is worth planning carefully so that all members can train together. This has the added benefit of making sure that all staff get the same message on the same day. This will greatly assist your setting in planning and making any changes.
38 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
If all the staff in your setting have completed the Speech, Language and Communication Framework (SLCF), you will be able to cross-reference their training needs with the needs of the setting as a whole.
The SLCF can also signpost you to relevant training. It is important to remember that successful training goes beyond merely attending courses. The lead practitioner in a setting can help to ensure that the training becomes embedded into practice. Courses may suggest activities that can be carried out in the setting which will help practitioners think about their developing skills.
Organisations such as I CAN, Elklan and Hanen also offer national courses that might be available locally or further afield.
Make improvementsBy this stage in the process, you will have prioritised your setting’s development needs and decided how you will achieve them. An action plan, or improvement development plan, will help ensure that you have thought about how improvements will be made in each of your prioritised areas.
The table below is an example of a format for an action/development plan that you can use when thinking about improvements. An example is shown in the first line. It will be necessary to think sensitively around the timescale for making improvements, so that other planned changes or pressures in your setting are taken into consideration.
This improvement cycle is continuous and settings with good practice will want to reconsider their audit on a regular basis to take into account changes and progress within the setting.
39The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Act
ion/
impr
ovem
ent d
evel
opm
ent p
lan
D
ate:
……
……
……
……
Re
view
due
: ……
……
……
……
Prio
rity
from
au
dit
Area
to b
e de
velo
ped
Who
is
taki
ng le
ad
resp
onsi
bilit
y?
Who
can
hel
p bo
th e
xter
nally
an
d w
ithin
the
sett
ing?
Wha
t are
the
times
cale
s fo
r the
im
prov
emen
t?
Wha
t are
the
mec
hani
sms
for a
chie
ving
im
prov
emen
t?
Budg
et o
r cos
t im
plic
atio
nsH
ow w
ill w
e re
cogn
ise
whe
n w
e ha
ve
mad
e th
e im
prov
emen
t?
Aud
it a
rea
– EY
FS P
rinc
iple
s in
to P
ract
ice
Card
: 4.1
Pl
ay a
nd
Expl
orat
ion
Do
prac
titio
ners
re
gula
rly p
rovi
de
play
act
iviti
es
to su
ppor
t ch
ildre
n’s s
peec
h,
lang
uage
and
co
mm
unic
atio
n ne
eds b
y pr
ovid
ing
oppo
rtun
ities
to:
read
and
• re
read
fa
vour
ite
stor
ies t
o ch
ildre
n?
Expl
ore
how
st
orie
s tha
t are
us
ed re
gula
rly
can
be re
read
an
d us
ed to
de
velo
p sp
eech
, la
ngua
ge a
nd
com
mun
icat
ion
oppo
rtun
ities
Lead
pra
ctiti
oner
in
liai
son
with
m
anag
er
SEN
CO a
nd
Early
Lan
guag
e co
nsul
tant
With
in th
e ne
xt
six m
onth
s
Revi
ew in
July
20
09
Men
torin
g by
le
ad p
ract
ition
er
and
acce
ss to
lo
cal a
utho
rity
stor
ytel
ling
cour
se
Supp
ly co
ver
alre
ady
in b
udge
t
Cour
se a
vaila
ble
thro
ugh
auth
ority
All m
embe
rs o
f st
aff u
se g
ood
inte
ract
ion
skill
s w
ith ch
ildre
n an
d
use
stra
tegi
es
desc
ribed
in th
e Co
mm
unic
atio
n Fr
iend
ly S
ettin
gs
docu
men
t. Au
dit
show
s the
se a
reas
ar
e ac
hiev
ed
40 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Features of a communication-friendly settingA communication-friendly setting is about the whole learning environment. It is not just about the building you are in or the types of resources and materials that you provide for the children. Communication-friendly settings:
can be made with very few resources;•do not require spacious, purpose-built accommodation;•are about the ways in which the adults listen to and talk with, interact and play with the children;•involve planning and providing opportunities that interest and excite the children and make them •want to talk;
feature responding to children’s attempts to communicate to help them develop their speech and •language skills.
You will find guidance on how best to communicate with children in the ‘Top tips’ section of this guidance and it will also be helpful to refer to the ‘Making the most of everyday activities’ section as well.
Using the four themes of the EYFS, think about the following statements which illustrate good practice in a communication-friendly setting.
A Unique ChildEYFS Principle: Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. There is much we can do to support this by developing a communication-friendly setting. The practitioner is an equal part of the environment and the practitioner’s actions can enhance the environment for the child. To make your setting communication-friendly, you should make sure that everyone:
responds positively and values all attempts at communication which may include non-verbal •communication such as simple gestures, body language or signing as well as spoken language;
supports children’s communication needs, both in group situations and one-to-one, using •appropriate levels of language for all children depending on their age and stage of development. The examples below show how the practitioner extends language and prepares the child for the next stage. The length of the child’s utterance indicates the child’s developmental level.
41The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Child’s spoken language Adult’s response How does this response help?
Milk (Child empties beaker)
Milk gone Reinforces correct use of milk and gives example of two-word sentence showing next stage of development
I’ve made a tunnel Yes, you’ve made a long dark tunnel
Extends child’s language, modelling more challenging vocabulary
No verbal communication but baby smiles when he sees dinner
Dinner! (Practitioner says ‘dinner’ several times as isolated word)
Gives child naming vocabulary and models next stage of language development
I need to make my track work I wonder what shape you need it to be?
Models use of more advanced vocabulary and challenges child’s thinking
Positive RelationshipsEYFS Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
You and your staff in the team are the main resource in a communication-friendly setting. Adults’ interactions with both peers and children provide opportunities for learning and using language. Good relationships with parents will lead to exchange of knowledge about the child’s communication skills.
Building positive relationships in a communication-friendly setting means that everyone:
encourages children to talk about their own interests at appropriate times. By acknowledging •all efforts at communication it shows that the child is valued. This will help build a positive relationship and support the child’s independence and self-confidence;
who works with babies uses their knowledge of the baby and sensitive observation to interpret •the baby’s wants, needs and feelings and reflect these back in simple language (‘you’re happy/sad/ angry/tired’; ‘you think that’s funny’; ‘you don’t like it; you want the…’);
uses time spent on physical care with babies and very young children (such as nappy changing •and washing hands) as an opportunity to interact with them and form a positive relationship;
talks to young children and babies before carrying out physical care tasks, e.g. ‘I’m going to help •you put on some clean clothes’;
supports children in both free play and group times encouraging them to speak. This may mean •playing silently alongside a child initially without asking questions or giving instructions and being very sensitive to shy or unsettled children;
makes some one-to-one time for children to talk to an adult so that their turn does not necessarily •take place in front of others;
uses positive language and behaviour with, and in front of, children;•lets children know of changes to the day’s routine. This will help children to understand what •will be happening and what the expectations of them will be (a visual timetable can be useful to support this);
42 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
encourages children to share books with each other;•ensures that children have the opportunity to speak in their own language if English is not their •first language. It is important that children develop their first language securely, as this will help them move on to learn English;
supports children’s language development by ensuring the child’s attention is gained before •giving instructions. By using the child’s name first, the child is more likely to realise that he or she is being spoken to. Very young children are not able to attend to what they are doing and listen to language at the same time, so it is important they can give their full attention when someone is talking to them. Around the age of four most children will be able to attend to simple activities while listening;
is responsive to those children who have speech or language immaturities or who find it difficult •to use the correct speech sounds in words. To support the development of the child’s speech, the skilled practitioner will model the correct pronunciation of the word. This means that if a child says, ‘It’s a dod’, the adult – rather than drawing attention to the immaturity – will say, ‘That’s right, it’s a dog’. This is also true for children who are beginning to experiment with grammar. For example, it is common for four-year-olds to apply rules of grammar across all verbs and add an -ed ending such as ‘I ranned’. The skilled practitioner will positively model the correct way, ‘You ran very fast’, but will not ask the child to repeat the correct sentence.
thinks carefully before asking questions. Questions can be used to extend the child’s thinking and •learning, or simply to test. Testing young children by asking questions to which the practitioner already knows the answer does not help support language development. Questions that are merely testing, e.g. ‘What colour is it?’ or that invite simple ‘yes’ or ‘no’ answers can interrupt the flow of communication and stilt natural conversation. Children respond better to comments on their activity, e.g. ‘You have made a very tall tower’. The commenting approach encourages the child to talk and keeps the child’s attention on the task;
gives plenty of time for children to respond. The child needs to process the adult’s language, think •about what they would like to say and then formulate the words. Young children who are just learning these skills need longer time. If children aren’t given enough time to respond, the adult’s language will dominate the conversation and will discourage the child from talking. Babies should also be given time to respond in interactions and their responses may be coos, smiles or other facial expressions. It takes very young babies time to organise the muscles in their faces to make their responses;
supports and helps children to resolve disputes and problems. As children become more •proficient with language they will be more likely to draw on their language skills to settle problems rather than use physical force. It can help to acknowledge the problem and help the children to find a solution based on their ideas.
43The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Enabling EnvironmentsEYFS Principle: The environment plays a key role in supporting and extending children’s development and learning.
This is particularly true in the area of communication. When planning your environment it is important to consider your observations of the child’s communication needs. A communication-friendly setting:
has displays that children want to talk about. Even if the setting is in a village hall where you have •to pack away every day, objects, photos and paintings can be displayed on tables. If the children have the opportunity to help with a display they are more likely to talk about it;
keeps toys and resources at child height so that children can reach them;•keeps toys and resources in boxes that are labelled with pictures or symbols;•has a well-planned environment where it is clear to the child what happens there, e.g. there is a •painting area with a sink close by. Even in a village hall situation it is possible to define areas using play-mats and moveable furniture. Children will feel more confident and secure, and are therefore more likely to talk, if the environment makes sense to them. It may be necessary to put the same activity out several times before a shy or reluctant child has the confidence to take part and talk about it;
has some quiet areas where children can talk to each other and form relationships. Often children •feel more secure in small, well-defined areas. This might be the book corner or even a temporary den built with the help of the children;
has quiet, comfortable areas where practitioners can devote time to bonding with and being •close to young babies;
has some areas that do not have much on display on the wall so that the children can concentrate •on the adult talking to them, rather than having their attention taken with what they are looking at on the wall;
has quiet areas for storytelling and reading. Soft cushions and furnishings will help give the •message that this is a comfortable area for sitting and sharing stories;
ensures that there is no continuous background noise such as a radio/music. Children who are in •the early stage of language development need to learn how to tell the difference between the sounds that make up language and other sounds around them. Even as adults we can find the noise from a TV distracting when we are trying to talk. For young children who are still developing their attention skills it is even more difficult to cut out these extra noises;
44 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
has play equipment in the outside environment as well as the inside environment that •encourages shared play. Often children will engage with an activity purely because it is outside. A mark-making area outside may encourage children to take part who usually are not attracted to the mark-making area inside. When setting up the outside area it is important to think about planning opportunities for children to communicate. For example, if trikes and cars can only take one child, the play can be enhanced by turning a cardboard box and a piece of rope into a petrol pump. This will encourage verbal interactions;
ensures the physical environment reflects the culture and ethnicity of the children. Parents may •be happy to bring materials and objects from home;
has practitioners that are flexible with their plans and responsive to spontaneous events, e.g. •supporting children to talk about the snow that they see falling, welcoming and introducing a child’s new baby sister.
Learning and DevelopmentEYFS Principle: Children develop and learn in different ways at different rates and all areas of Learning and Development are important and inter connected.
This is particularly true of communication which is essential to the development of learning across all six areas of Learning and development. It is important to remember this when planning for all areas of the EYFS. Children’s language development can be supported through both child-initiated play and planned experiences.
When planning for a communication-friendly setting it is important to consider:
making sure resources are stimulating and at the appropriate developmental level for the child. •Children are more likely to comment and ask questions when resources are exciting to them;
making opportunities to reread favourite books. Children enjoy becoming familiar with the •language and repeating the story long before they can read;
planning to both sing and say rhymes with the children either as a planned group activity or •spontaneously when children choose to;
enhancing stories and songs with props such as objects or puppets and supporting them with •actions. All children will enjoy this and those who find the story more difficult to understand will be especially supported by your props and actions. It will also help to focus children’s attention which is essential for the development of language;
45The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
checking that children have understood instructions. The developmental level of the individual •child’s understanding will vary in every group – practitioners may have to simplify their language and use gestures or signs to help children struggling to understand;
thinking about the vocabulary that might be appropriate. Plan to introduce new vocabulary by •giving the children opportunities to use every one of their senses to investigate, e.g. if you want to talk about exotic or unusual fruits children need the opportunity to see, touch, smell and taste them. Make sure there are opportunities for adults to use new words regularly so that they will become part of the children’s vocabulary. It is not enough to just name them once, children need to hear the new words lots of times and in different situations;
thinking carefully when making plans about how the adult will support the activity or play. It •helps when the adult models the activity and talks about it. This will demonstrate the appropriate language for the activity as well as giving the children ideas without directing them;
showing children how spoken language and written language are linked. It will be important at •times to ask children if they would like a caption/sentence written by their drawings. As you scribe what the child says, read it back to them so that you are modelling both the process of reading and that of writing. It is important to have mark-making materials in different areas of the setting, e.g. by the telephone in the shop, in the pockets of carpenters’ aprons by the saw bench, in shopping bags with the dressing-up clothes. If writing is modelled in different situations children will attempt to do the same and may talk about their writing.
Careful observation of children in the setting will help you to develop the environment. It is helpful to observe and take note of individual children and where, when and with whom they communicate. These observations can inform planning to ensure that the setting is communication-friendly for all children.
If you would like to find out more about how to develop a communication-friendly setting you may like to look at the following publication: Communication Friendly Spaces, Jarman, E.
(The Basic Skills Agency www.basic-skills.co.uk)
47The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Top
tips f
or ta
lkin
g: W
ays i
n w
hich
pra
ctiti
oner
s can
supp
ort a
nd d
evel
op
com
mun
icat
ion
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Follo
w th
e ch
ild’s
lead
Join
in w
ith th
e ch
ild’s
play
or m
irror
thei
r act
ions
Focu
s on
wha
t a c
hild
is lo
okin
g at
or d
oing
Wai
t and
allo
w th
e ch
ild ti
me
to s
tart
the
conv
ersa
tion
Take
turn
s to
com
mun
icat
e so
that
adu
lts a
nd c
hild
ren
both
ge
t a tu
rn a
t tal
king
.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nBu
ild u
p a
child
’s se
nten
ces
by re
peat
ing
wha
t the
y sa
y an
d ad
ding
wor
ds.
Giv
e ch
oice
s to
incr
ease
voc
abul
ary,
e.g
. ‘app
le o
r sat
sum
a?’
If a
child
say
s so
met
hing
inac
cura
tely
, ack
now
ledg
e w
hat t
hey
have
sai
d an
d re
peat
it b
ack
in th
e co
rrec
t way
.Sh
are
the
top
tips
with
par
ents
so
that
they
can
do
the
sam
e at
hom
e.
Enab
ling
Envi
ronm
ents
wit
h av
aila
ble
adul
ts
prov
ide
appr
opri
ate
reso
urce
s an
d op
port
unit
ies
for l
earn
ing
and
deve
lopm
ent
Get
dow
n to
the
child
’s le
vel –
it’s
easi
er to
talk
if y
ou a
re fa
ce to
face
.G
et a
chi
ld’s
atte
ntio
n be
fore
you
sta
rt to
talk
.M
ake
sure
you
use
lots
of s
tate
men
ts a
nd fe
wer
que
stio
ns.
Try
to h
ave
a co
nver
satio
n w
ith e
very
chi
ld e
very
day
.
Lear
ning
and
Dev
elop
men
t th
at p
rovi
des
stim
ulat
ing
acti
viti
esPl
an a
var
iety
of i
nter
estin
g ac
tiviti
es s
o th
at th
ere
is p
lent
y to
talk
abo
ut.
Use
dai
ly ro
utin
es to
repe
at a
nd e
mph
asis
e ba
sic
lang
uage
.Li
sten
to s
ound
s ar
ound
you
and
pla
y ga
mes
that
enc
oura
ge li
sten
ing.
Hav
e fu
n to
geth
er w
ith s
ongs
and
rhym
es.
49The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Back
grou
nd in
form
atio
n So
me
mor
e in
form
atio
n ab
out w
hy th
e to
p tip
s are
impo
rtan
t
Lear
ning
and
Dev
elop
men
t tha
t pro
vide
s st
imul
atin
g ac
tivi
ties
EYFS
gui
danc
e re
min
ds u
s th
at a
ll ar
eas
of L
earn
ing
and
Dev
elop
men
t are
inte
rcon
nect
ed a
nd e
qual
ly im
port
ant,
and
that
all
lear
ning
sho
uld
be c
reat
ive
and
play
-bas
ed. S
peec
h, la
ngua
ge a
nd c
omm
unic
atio
n de
velo
pmen
t occ
urs
at a
ll tim
es th
roug
hout
the
day
and
a ric
h cu
rric
ulum
pro
vidi
ng a
var
iety
of e
xper
ienc
es
will
ens
ure
that
chi
ldre
n ha
ve th
e op
port
unity
to h
ear a
nd u
se a
ll ki
nds
of d
i�er
ent v
ocab
ular
y an
d la
ngua
ge s
truc
ture
s. Ex
ampl
e ac
tivit
y: G
ive
one
grou
p of
sta�
a p
ictu
re o
f a p
inea
pple
. Giv
e an
othe
r gro
up o
f sta
� a
real
pin
eapp
le a
nd a
kni
fe. A
sk e
ach
grou
p to
wri
te d
own
on a
pi
ece
of p
aper
the
wor
ds th
ey co
uld
use
to d
escr
ibe
the
pine
appl
e. W
hich
gro
up h
as th
e m
ost w
ords
? W
hich
gro
up h
as th
e ri
ches
t lea
rnin
g ex
peri
ence
?D
aily
rout
ines
and
str
uctu
re p
rovi
de a
n op
port
unity
for s
impl
e la
ngua
ge to
be
repe
ated
eac
h da
y. T
his
will
be
part
icul
arly
hel
pful
for c
hild
ren
who
are
�nd
ing
lang
uage
lear
ning
mor
e di
�cu
lt or
chi
ldre
n w
ho a
re le
arni
ng E
nglis
h as
an
Addi
tiona
l Lan
guag
e. T
hink
abo
ut th
e w
ords
that
chi
ldre
n us
ually
lear
n �r
st –
phr
ases
su
ch a
s ‘al
l gon
e’ an
d ‘b
ye b
ye’. T
hese
are
wor
ds th
at th
ey h
ear i
n th
e sa
me
way
s ev
ery
day.
Hea
ring
the
sam
e w
ords
and
sen
tenc
es re
peat
ed in
the
sam
e co
ntex
t ea
ch d
ay w
ill p
rovi
de a
sol
id b
ase
of s
impl
e la
ngua
ge s
truc
ture
s th
at c
hild
ren
can
late
r bui
ld o
n.
An
abili
ty to
list
en to
and
dis
crim
inat
e so
unds
and
an
awar
enes
s of
rhyt
hm a
nd rh
yme
are
the
basi
c bu
ildin
g bl
ocks
for c
omm
unic
atio
n, s
peec
h, la
ngua
ge a
nd
liter
acy
deve
lopm
ent.
Ther
e is
mor
e in
form
atio
n ab
out d
evel
opin
g lis
teni
ng s
kills
in th
e Le
tter
s an
d So
unds
gui
danc
e (a
vaila
ble
here
: w
ww
.sta
ndar
ds.d
fes.g
ov.u
k/lo
cal/c
lld/la
s.htm
l). T
alk
to Y
our B
aby
also
o�e
rs s
ome
good
idea
s an
d w
eb li
nks
rela
ting
to u
sing
mus
ic w
ith y
oung
chi
ldre
n:
(ww
w.li
tera
cytr
ust.o
rg.u
k/ta
lkto
your
baby
/initi
ativ
esm
usic
.htm
l). S
ingi
ng ti
me
can
also
hel
p ch
ildre
n to
dev
elop
att
entio
n an
d lis
teni
ng s
kills
that
are
es
sent
ial f
or c
omm
unic
atio
n.
Posi
tive
Rel
atio
nshi
ps th
at b
uild
and
sup
port
com
mun
icat
ion
Child
ren
lear
n st
ep b
y st
ep a
nd it
is th
e ro
le o
f an
adul
t to
supp
ort t
he c
hild
to re
ach
the
next
sta
ge o
f dev
elop
men
t. By
repe
atin
g w
hat t
he c
hild
say
s an
d ad
ding
wor
ds, t
he a
dult
is p
rovi
ding
a s
ca�o
ld fo
r the
chi
ld to
reac
h th
e ne
xt s
tep.
Exam
ple
activ
ity:
Thi
nk a
bout
how
an
adul
t mig
ht h
elp
to b
uild
on
a ch
ild’s
lang
uage
skill
s in
thes
e si
tuat
ions
: the
chi
ld p
oint
s to
a bo
ttle
and
says
‘muh
’ (e
.g. a
dult
says
: ‘m
ilk’),
chi
ld sa
ys ‘b
us’ (
e.g.
adu
lt sa
ys: ‘
red
bus’
), ch
ild sa
ys: ‘
dadd
y go
ne’ (
e.g.
adu
lt sa
ys: ‘
dadd
y’s g
one
shop
ping
’), c
hild
says
: ‘do
lly w
ant
drin
k’ (e
.g. a
dult
says
: ‘Is
dol
ly th
irst
y? W
ould
dol
ly li
ke a
dri
nk o
f wat
er?’
).G
ivin
g ch
oice
s is
ano
ther
way
of e
xpan
ding
a c
hild
’s vo
cabu
lary
and
intr
oduc
ing
new
wor
ds.
Acco
mpa
nyin
g th
e w
ords
you
use
with
ges
ture
s or
sig
ns c
an e
nhan
ce u
nder
stan
ding
. Chi
ldre
n us
e al
l the
ir se
nses
to le
arn,
and
sup
port
ing
spok
en w
ords
with
vi
sual
clu
es m
akes
lear
ning
eas
ier,
part
icul
arly
if c
hild
ren
�nd
liste
ning
and
att
entio
n di
�cu
lt.
It is
impo
rtan
t to
a�rm
and
ack
now
ledg
e al
l of a
chi
ld’s
atte
mpt
s to
com
mun
icat
e. B
y re
peat
ing
wha
t a c
hild
say
s ba
ck to
them
in th
e co
rrec
t way
, adu
lts a
re
corr
ectin
g th
e ch
ild w
ithou
t dra
win
g un
nece
ssar
y at
tent
ion
to th
eir e
rror
s.
51The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Enab
ling
Envi
ronm
ents
wit
h av
aila
ble
adul
tsCo
mm
unic
atio
n is
not
just
abo
ut ta
lkin
g, w
e al
so u
se o
ur fa
cial
exp
ress
ions
and
bod
y la
ngua
ge to
exp
ress
our
mea
ning
. It’s
muc
h ea
sier
to c
omm
unic
ate
if ad
ults
an
d ch
ildre
n ar
e fa
ce to
face
, par
ticul
arly
in a
noi
sy e
nviro
nmen
t suc
h as
an
Early
Yea
rs s
ettin
g. T
his
is a
lso
why
it is
impo
rtan
t to
get a
chi
ld’s
atte
ntio
n be
fore
you
ta
lk to
them
, so
that
they
can
be
men
tally
and
vis
ually
eng
aged
in th
e co
nver
satio
n.Ex
ampl
e ac
tivit
y: A
sk st
a� m
embe
rs to
split
into
pai
rs. A
sk o
ne p
artn
er to
stan
d up
and
one
par
tner
to re
mai
n si
ttin
g do
wn.
Now
ask
them
to ta
lk a
bout
how
th
ey g
ot to
wor
k to
day.
Rep
eat t
he e
xerc
ise
with
bot
h pa
rtne
rs si
ttin
g on
cha
irs,
faci
ng e
ach
othe
r. H
ow d
id e
ach
conv
ersa
tion
feel
? W
hen
was
com
mun
icat
ion
mos
t e�
ectiv
e?G
ood
prac
tice
such
as ‘
sust
aine
d sh
ared
thin
king
’ and
follo
win
g a
child
’s le
ad (a
s m
entio
ned
abov
e) h
ave
been
sho
wn
to o
ccur
mos
t eas
ily in
one
-to-
one
situ
atio
ns
betw
een
adul
t and
chi
ld o
r pee
r-to
-pee
r (w
ww
.sur
esta
rt.g
ov.u
k/re
sear
ch/k
eyre
sear
ch/e
ppe/
). It
’s di
�cu
lt to
ens
ure
that
all
child
ren
get a
dequ
ate
one-
to-o
ne ti
me
unle
ss th
is is
bui
lt in
to th
e se
ttin
g’s
daily
rout
ine
and
plan
ning
.By
com
men
ting
on a
chi
ld’s
play
usi
ng s
tate
men
ts, a
dults
are
add
ing
lang
uage
to a
chi
ld’s
expe
rienc
e an
d en
hanc
ing
thei
r voc
abul
ary
and
lang
uage
dev
elop
men
t. Q
uest
ions
can
be
usef
ul w
ays
to d
evel
op a
chi
ld’s
thin
king
and
und
erst
andi
ng b
ut it
is im
port
ant t
o be
aw
are
of th
e qu
ality
and
qua
ntity
of q
uest
ions
. For
exa
mpl
e,
aski
ng lo
ts o
f ‘che
ck’ q
uest
ions
suc
h as
‘Wha
t’s th
at?’,
‘Wha
t col
our i
s th
is?’
can
put a
chi
ld u
nder
unn
eces
sary
pre
ssur
e an
d lim
its th
e ch
ild’s
oppo
rtun
ity to
bui
ld o
n an
d de
velo
p th
eir l
angu
age
skill
s.
A U
niqu
e Ch
ild w
ho is
val
ued
and
liste
ned
to
One
of t
he �
rst s
teps
tow
ards
e�e
ctiv
e co
mm
unic
atio
n is
the
deve
lopm
ent o
f joi
nt a
tten
tion
– th
e ab
ility
of a
chi
ld to
focu
s to
geth
er w
ith a
n ad
ult o
n so
met
hing
of i
nter
est.
Focu
sing
toge
ther
on
a pe
rson
, an
actio
n or
an
obje
ct p
rovi
des
the
oppo
rtun
ity fo
r ‘su
stai
ned
shar
ed th
inki
ng’ w
hich
has
bee
n id
enti�
ed
as o
ne o
f the
key
asp
ects
of e
�ect
ive
Early
Yea
rs p
ract
ice
(ww
w.s
ures
tart
.gov
.uk/
rese
arch
/key
rese
arch
/epp
e/).
It al
so g
ives
a s
tron
g si
gnal
to th
e ch
ild th
at y
ou
are
inte
rest
ed in
wha
t the
y ar
e do
ing
and
incr
ease
s th
e lik
elih
ood
of y
our l
angu
age
mat
chin
g w
hat t
he c
hild
is th
inki
ng a
bout
. Ex
ampl
e ac
tivit
y: A
sk o
ne st
a� m
embe
r to
role
-pla
y th
e pa
rt o
f a c
hild
who
is p
layi
ng w
ith a
puz
zle.
Ask
ano
ther
sta�
mem
ber t
o ro
le-p
lay
the
part
of
an a
dult
sitt
ing
with
them
who
is a
ttem
ptin
g to
show
the
child
a b
ook.
Doe
s the
adu
lt’s
lang
uage
mat
ch w
ith th
e ch
ild’s
expe
rien
ce?
Is th
is in
tera
ctio
n pr
ovid
ing
a go
od la
ngua
ge le
arni
ng e
nvir
onm
ent f
or th
e ch
ild?
Now
repe
at th
e ro
le-p
lay
but c
hang
e th
e ad
ult’s
focu
s of a
tten
tion
so th
at th
ey a
re
follo
win
g th
e ch
ild’s
lead
and
als
o pl
ayin
g an
d ta
lkin
g ab
out t
he p
uzzl
e. W
hat d
i�er
ence
doe
s thi
s mak
e?
Rese
arch
has
sho
wn
that
circ
umst
ance
s w
here
adu
lts re
stric
t the
chi
ld’s
oppo
rtun
ities
to ta
lk b
y do
min
atin
g an
d di
rect
ing
conv
ersa
tion
lead
to c
hild
ren
prod
ucin
g le
ss c
ompl
ex la
ngua
ge a
nd c
an h
ave
a ne
gativ
e e�
ect o
n th
eir l
angu
age
deve
lopm
ent.
It is
ther
efor
e im
port
ant t
o en
sure
that
chi
ldre
n ar
e gi
ven
time
and
spac
e to
sta
rt c
onve
rsat
ions
and
take
turn
s w
ith a
dults
who
do
not r
ush
in a
nd d
omin
ate
the
talk
.
53The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Guidance on supporting children learning English as an Additional LanguageThe National Strategies document Supporting children learning English as an Additional Language: Guidance for practitioners in the Early Years Foundation Stage has outlined a number of key principles for practitioners supporting children across the EYFS. The following guidance reiterates these key principles, highlighting specifically how good practice in supporting the speech, language and communication skills of all children can also be used to support the skills of children learning English as an Additional Language (EAL).
Celebrate bilingualismSome estimates suggest that as much as two-thirds of the world’s population speak more than one language. Speaking more than one language is a positive and beneficial skill and should be celebrated. There is no evidence to suggest that learning more than one language will delay the development of speech and language skills. In fact, bilingualism can have many positive benefits for children.
Key principle: Bilingualism is an asset, and the first language has a continuing and significant role in identity, learning and the acquisition of additional languages. (Supporting children learning EAL: Guidance for practitioners in EYFS – page 4.)
Early Years settings should create a culture that values and celebrates the languages spoken by children. In doing so they will not only support the speech, language and communication development of children learning English as an Additional Language, but will enrich the experience of all children within their setting.
Some further suggestions for ways of celebrating bilingualism and supporting the speech, language and communication development of children learning English as an Additional Language in your setting are given below. Practical ideas are given alongside each of the four themes of the EYFS and practitioners are encouraged to:
value and support • the Unique Child
encourage • Positive Relationships between parents, children and staff
create • Enabling Environments that support language learning
appropriately plan • Learning and Development opportunities.
54 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
A Unique ChildKey principle: Every child is unique; when you make your observations, it is important to acknowledge and value each child’s home language and cultural background.
Like all children, those learning EAL thrive and learn best where practice is excellent; key factors include the inclusive attitude and ethos set by leaders and managers and required of all practitioners in the setting, an understanding that bilingualism is an asset, genuinely reflective practice and an adherence to the belief that every child matters.
(Supporting children learning EAL: Guidance for practitioners in EYFS - page 8.)
Find out as much information as possible about the child’s language skills in their home language •as well as in English.
Talk to children about the fact that they speak more than one language and help them to learn •the names of the languages that they speak.
Encourage parents to share a list of common words in their language with the Early Years setting.•Make your own ‘language poster’ with the parents’ help and ask them to add the phrases you •want to know.
Put up a world map and link every child to a language background, adding a flag and country •with a card and photograph made by the parent/s. This can help to demonstrate to the parents and the community that different cultural heritages are valued.
Questions and concernsFor many settings, working with children speaking in English as an Additional Language may be a new or daunting experience.
When NOT to be concerned:It’s OK for children to speak their home language while they are in the Early Years setting.•
Supporting the development of a child’s home language will enhance their ability to learn English. •Time spent speaking their home language may also offer children a welcome respite from the pressure of speaking English.
Children learning English may mix two languages in one sentence. This is part of the learning •process and should decrease over time.
Acknowledge all children’s attempts to communicate. If possible, repeat back what the child has •said using all of the correct English words and grammar.
Children may go through a silent period before they feel confident to use English. This can last up •to a couple of months.
Be aware that this is not a passive phase and the child probably understands much more than •he/she can express. Continue to expect the child to respond but try to avoid putting on too much pressure – encourage non-verbal responses.
Children may go through a period of not wanting to use their home language. This may be due •to the influence of peers, the dominance of the majority culture or a change in the way that the community and family use their home language.
Encourage parents not to give up using their home language. In the Early Years setting, continue to •acknowledge and celebrate the child’s home language and culture.
55The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Speaking English as an Additional Language does not exclude children from having difficulties with speech and language development, but it can be difficult to differentiate between a child who is still learning English and a child who is having speech and language difficulties.
When to be concerned:If children are having difficulties understanding or using language in their home language as well •as in English.
If children have been in your setting for more than a term and have not yet begun to use or •understand English.
If children have a history of hearing difficulties or middle-ear infections.•If children have difficulty interacting non-verbally, e.g. they do not initiate interaction or play and •they do not point or make gestures to get their message across.
If you feel that a child is having difficulties that are not related to learning English as an Additional Language, speak to your Early Language consultant about what actions you should take. It may be that a referral to an outside agency is appropriate. Continue to provide a rich language environment for the child and record your observations.
Positive RelationshipsPositive relationships with engaged adults are vital for the speech, language and communication development of all children. Practitioners can take a role in supporting and encouraging positive parent–child relationships, as well as fostering strong relationships themselves between the setting and the child’s home.
Key principle: Secure and trusting relationships with a key person are vital to a child’s development in all areas. Bilingual support is a highly desirable resource but it has to be accepted that appropriate first-language support may not be available for all children in all settings all the time.
(Supporting children learning EAL: Guidance for practitioners in EYFS - page 6.)
Encourage and create opportunities for children to interact with peers or adults who speak their •home language.
Support children to make relationships with other children from whom they can learn English, e.g. •through small-group work.
Build good relationships between staff and parents, using the support of interpreters or language •advocates if necessary.
Top tips for practitionersUse gestures and visual clues to support spoken language.•Talk about things in the ‘here and now’, e.g. things that you can see and hear.•Use simple language and pronounce words clearly.•Repeat words and phrases often.•Give children time to respond.•Emphasise key words and information.•Small-group work can support language and social skills and build confidence.•
56 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Top tips for parentsA good language model: Speak to children in the language that you feel most comfortable with – •it is the quality of interaction that is important, it doesn’t matter which language you use.
A rich language experience: Introduce your child to stories, songs, rhymes and poems in your •home language and talk to them about things that you see and do.
Clear and consistent: If there is more than one language spoken at home, try to keep to some •consistent rules (e.g. Mum speaks French, Dad speaks Yoruba).
Parents may also benefit from advice given on www.talktoyourbaby.org.uk , www.talkingpoint.org.uk , and local bilingual support groups.
Enabling EnvironmentsCreating an optimum environment for children to support the language development of children learning English as an Additional Language is not that different from creating a positive language learning environment for all children. But making small adaptations to the physical resources within your setting as well as to the ways that staff speak and interact with children can be helpful.
Key principle: The physical environment should also include play and learning resources that positively reflect the children’s cultural and linguistic identity and experiences; for example books, posters, labels, role-play equipment including community language newspapers and food packets, displaying a variety of scripts to support language awareness.
(Supporting children learning EAL: Guidance for practitioners in EYFS - page 13.)
Include resources and toys which reflect a variety of heritages in your setting.•Include dual-language books in your setting demonstrating a variety of letters and scripts.•Ensure books reflect positive images of a range of people in everyday situations.•Ensure good opportunities for outdoor play as required by the statutory EYFS; children •learning English as an Additional Language are often less inhibited in their language use when playing outside.
57The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Learning and DevelopmentA good Early Years setting is a place where children’s skills are observed and children’s play, active learning and creativity are developed across all six areas of Learning and Development. This is also the ideal place where the language skills of children learning English as an Additional Language can flourish.
Key principle: All areas of Learning and Development are interrelated and interdependent, and offer rich opportunities for developing children’s use of language. Activities in your setting which you plan specifically to support all children’s language and communication skills should need little adapting for children learning EAL. Enhancing activities inevitably benefits all children in the setting.
(Supporting children learning EAL: Guidance for practitioners in EYFS – page 16.)
Ensure that children are given rich first-hand experiences so that they can develop language and •build vocabulary in context.
Use daily routines as regular opportunities for learning and development.•Plan games, music and stories which strengthen and value children’s home language and help •them to develop English. (More information and specific ideas are available in Supporting children learning EAL: Guidance for practitioners in EYFS, pages 16–20.)
Encourage parents and practitioners who speak languages other than English to enrich the •learning and development in your setting by sharing songs and stories in home languages. They can, where appropriate, share other aspects of their cultural heritages such as dress and food, taking care that activities develop within a natural context and are not tokenistic.
Key principle: Give children space and time; your patience and support, thoughtful provision, and acknowledgement of their skills in their home language will give them the confidence to achieve in English. Children are natural linguists. With your support children learning EAL will have the best foundation for becoming truly bilingual, with all the intellectual and social benefits this confers.
(Supporting children learning EAL: Guidance for practitioners in EYFS – page 18.)
58 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Making the most of everyday activities: Ways in which Early Years practitioners can support and develop children’s speech, language and communication The pages that follow provide a few examples of activities which typically occur every day in Early Years settings and describe ways in which they can be used to promote children’s language development. The activities are grouped according to children’s age and stage of development; these broadly match both those in the EYFS and the descriptors for child language development in the ECAT monitoring tool. The activities are described using the four themes of the EYFS and they can be adapted to suit different ages. Each page outlines the ways in which practitioners can use the activity to support children’s language development at an appropriate level by recognising the Unique Child, building Positive Relationships, creating Enabling Environments and supporting the child’s Learning and Development.
59The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Giv
e th
e ba
by ti
me
to re
act.
Obs
erve
the
baby
car
eful
ly s
o th
at y
ou c
an re
spon
d ap
prop
riate
ly
(see
Pos
itive
Rel
atio
nshi
ps).
Youn
g ch
ildre
n lik
e ro
utin
es s
o do
n’t w
orry
abo
ut re
spon
ding
in
the
sam
e w
ay o
r say
ing
the
sam
e th
ings
ove
r and
ove
r aga
in.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nTa
ke ti
me
to re
lax
with
the
baby
in a
qui
et p
lace
.Lo
ok a
t the
bab
y.Ca
ll th
eir n
ame.
Wai
t for
the
baby
to re
act.
Resp
ond
by c
opyi
ng w
hat t
he b
aby
does
, e.g
. fro
m si
x w
eeks
he
may
smile
; sm
ile b
ack.
He
may
mak
e a
soun
d; co
py th
e so
und.
If h
e cr
ies,
mak
e a
sad
face
. Onc
e yo
u fe
el co
mfo
rtab
le co
pyin
g th
e ba
by’s
faci
al e
xpre
ssio
ns a
nd n
oise
s, ke
ep co
pyin
g bu
t add
ano
ther
soun
d or
noi
se. F
or e
xam
ple,
if h
e sa
ys ‘d
a’, y
ou sa
y ‘d
a-da
’.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tU
se s
ituat
ions
whe
n yo
u ar
e ho
ldin
g th
e ba
by, e
.g. f
eedi
ng, c
uddl
ing
or
whe
n yo
ur fa
ce c
an b
e cl
ose
to th
e ba
by’s,
e.g
. nap
py c
hang
ing.
Lear
ning
and
Dev
elop
men
t Ea
rly
‘peo
ple
play
’W
hy?
Befo
re fo
ur m
onth
s, ba
bies
can
focu
s on
peo
ple
or o
bjec
ts b
ut n
ot b
oth
at th
e sa
me
time.
‘Peo
ple
play
’ hel
ps a
bab
y to
look
at f
aces
, att
end
to fa
cial
exp
ress
ions
, lis
ten
to v
oice
s an
d ta
ke tu
rns.
Thes
e fo
rm im
port
ant e
arly
foun
datio
n sk
ills
for l
angu
age
and
com
mun
icat
ion.
Birt
h−11
mon
ths:
The
Early
Com
mun
icat
or
61The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Allo
w th
e ba
by o
ppor
tuni
ties
to e
xplo
re a
n ob
ject
or v
isua
l st
imul
us in
his
ow
n tim
e.
If th
e ba
by d
rops
the
obje
ct a
nd is
una
ble
to re
trie
ve it
, giv
e it
back
so
he c
an c
ontin
ue to
exp
lore
it. H
owev
er, i
f he
drop
s it
twic
e, q
uick
ly, h
e is
pro
babl
y te
lling
you
that
he
wan
ts to
exp
lore
so
met
hing
els
e.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nTa
ke ti
me.
Vary
the
obje
cts
and
toys
.N
ame
the
obje
ct th
e ba
by lo
oks
at.
If he
look
s to
war
ds a
n ob
ject
that
is o
ut o
f rea
ch, g
ive
it to
him
and
nam
e it,
e.g
. ‘Bal
l? H
ere’s
the
ball’.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
varie
ty o
f app
ropr
iate
toys
for t
he b
aby
to e
xplo
re: l
ight
wei
ght r
attle
s, sq
uash
y ba
lls, e
tc.
Mob
iles
and
activ
ity c
entr
es w
hich
the
baby
can
wat
ch a
nd re
ach
out f
or a
re a
lso
usef
ul.
Lear
ning
and
Dev
elop
men
t Ea
rly
obje
ct p
lay
Why
?Th
e ba
by n
eeds
to le
arn
how
to re
ach
out a
nd h
old
thin
gs, h
ow to
take
som
ethi
ng in
one
ha
nd a
nd tr
ansf
er it
to th
e ot
her h
and.
He
star
ts to
lear
n ho
w to
exp
lore
thin
gs a
roun
d hi
m a
nd h
e be
gins
to le
arn
how
to c
once
ntra
te fo
r inc
reas
ing
perio
ds o
f tim
e.
The
Early
Com
mun
icat
or
63The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Allo
w th
e ch
ild o
ppor
tuni
ties
to e
xplo
re th
e ob
ject
in h
is
own
time.
Fo
llow
the
child
’s in
tere
st.
Wai
t for
the
child
to re
act.
Not
e th
e th
ings
the
child
is in
tere
sted
in. U
se th
e th
ings
the
child
is
inte
rest
ed in
ano
ther
tim
e bu
t als
o pr
esen
t new
obj
ects
whi
ch
he c
an e
xplo
re.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nN
ame
the
obje
ct th
e ba
by h
olds
or l
ooks
at.
Use
the
sam
e, s
hort
phr
ases
dur
ing
rout
ines
, e.g
. ‘On
the
mat
...
dow
n w
e go
... le
t’s c
hang
e th
is n
appy
,’ or ‘
Mm
m...
nic
e dr
ink,’
or
‘Vic
ki’s
goin
g...
bye-
bye
Vick
i.’G
ive
the
baby
real
obj
ects
in e
very
day
situ
atio
ns fo
r him
to
expl
ore,
e.g
. giv
e hi
m a
n ex
tra
spoo
n at
mea
ltim
es, a
shoe
whe
n dr
essi
ng h
im, a
com
b w
hen
you
com
b hi
s hai
r. So
met
imes
sho
w th
e ch
ild h
ow to
use
an
obje
ct, e
.g. i
f you
giv
e hi
m a
hai
rbru
sh a
nd h
e pu
ts it
in h
is m
outh
, gen
tly g
uide
his
han
d to
bru
sh h
is h
air.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of t
oys
and
ever
yday
obj
ects
to e
xplo
re. Y
ou c
ould
pre
sent
the
obje
cts
in a
‘tre
asur
e ba
sket
’.In
volv
e th
e ch
ild in
eve
ryda
y ro
utin
es s
uch
as w
ashi
ng, d
ress
ing
and
eatin
g so
he
begi
ns
to u
nder
stan
d w
hat r
eal o
bjec
ts a
re a
nd h
ow th
ey a
re u
sed
in re
al s
ituat
ions
.
Lear
ning
and
Dev
elop
men
t Ex
plor
ing
obje
cts
Why
?Fr
om s
ix m
onth
s a
child
nee
ds to
sta
rt le
arni
ng a
bout
obj
ects
. He
lear
ns w
hat a
n ob
ject
lo
oks
like,
feel
s lik
e, h
ow it
is u
sed
and
how
it is
not
use
d. T
he b
aby
will
sta
rt to
sto
re th
is
info
rmat
ion
in h
is b
rain
and
gra
dual
ly a
dd to
it. T
his
prov
ides
ess
entia
l fou
ndat
ions
so
that
at a
roun
d 12
–15
mon
ths
he c
an s
tart
to a
dd d
etai
ls a
bout
how
to u
nder
stan
d th
e w
ord
for t
he o
bjec
t/pe
rson
and
late
r how
to s
ay th
e w
ord.
The
Early
Com
mun
icat
or
65The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Follo
w th
e ch
ild’s
inte
rest
.W
ait f
or th
e ch
ild to
reac
t.Li
sten
to th
e ch
ild’s
atte
mpt
s to
say
wor
ds.
Thin
k ca
refu
lly a
bout
wha
t the
chi
ld m
ight
be
tryi
ng to
say
. H
e is
like
ly to
be
nam
ing
som
ethi
ng h
e is
hol
ding
or a
skin
g fo
r an
obj
ect h
e w
ants
. He
may
be
aski
ng fo
r ‘m
ore’
or a
skin
g yo
u to
re
peat
som
ethi
ng, e
.g. a
son
g yo
u ar
e si
ngin
g or
ano
ther
ride
in
a tr
uck.
He
mig
ht a
lso
be tr
ying
to s
ay th
at h
e do
es n
ot w
ant o
r lik
e so
met
hing
.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nN
ame
the
obje
ct h
e ho
lds
or lo
oks
at.
Use
the
sam
e, s
hort
phr
ases
with
eac
h ro
utin
e, e
.g. ‘
Tedd
y’s
drin
king
’ or ‘
Tedd
y lik
es h
is d
rink.
Mor
e dr
ink
Tedd
y?’
Talk
abo
ut w
hat t
he c
hild
and
/or t
eddy
are
doi
ng.
If th
e ch
ild a
ttem
pts
to s
ay a
wor
d, re
peat
it c
lear
ly s
o he
he
ars
good
exa
mpl
es.
If yo
u do
n’t k
now
wha
t he
said
, wat
ch w
hat h
e is
doi
ng a
nd tr
y to
wor
k ou
t wha
t he
wan
ts to
say
. The
n sa
y on
e- o
r tw
o-w
ord
phra
ses
so th
at h
e he
ars
good
mod
els
of w
ords
and
lang
uage
.Yo
u m
ay n
eed
to s
how
the
child
how
to lo
ok a
fter
tedd
y. H
e is
lik
ely
to c
opy
thin
gs y
ou d
o or
thin
gs o
ther
chi
ldre
n do
.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tU
se th
e ho
me
corn
er o
r tak
e eq
uipm
ent f
rom
the
hom
e co
rner
out
door
s or
into
an
area
of t
he le
arni
ng e
nviro
nmen
t in
whi
ch th
e ch
ild fe
els
com
fort
able
. Pre
tend
to d
rink
from
cup
s, ea
t pre
tend
food
, fee
d te
ddie
s et
c. P
rete
nd to
look
aft
er
tedd
y by
taki
ng h
im fo
r wal
ks in
a p
ushc
hair,
invo
lve
him
in a
ll th
e ro
utin
es s
uch
as w
ashi
ng h
ands
, sna
ck, p
layi
ng o
n bi
kes
and
slid
es, e
tc, o
utsi
de.
Lear
ning
and
Dev
elop
men
t Pl
ayin
g w
ith
tedd
y an
d do
llyW
hy?
By a
bout
eig
ht m
onth
s th
e ch
ild u
nder
stan
ds h
ow to
gai
n an
adu
lt’s
atte
ntio
n, k
now
s ab
out t
urn-
taki
ng a
nd is
pro
babl
y m
akin
g ba
bblin
g-ty
pe s
ound
s. Th
e ch
ild k
now
s ho
w to
us
e ob
ject
s an
d st
arts
to u
se th
ese
on h
imse
lf bu
t als
o on
oth
er p
eopl
e, te
ddie
s an
d do
lls.
For e
xam
ple,
he
will
drin
k fr
om a
dol
l-siz
ed c
up, o
�er a
drin
k to
ano
ther
per
son
or g
ive
tedd
y a
drin
k. T
his
is a
n in
dica
tion
that
he
is re
ady
to le
arn
new
wor
ds.
8–20
mon
ths:
The
Att
entiv
e Co
mm
unic
ator
67The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
A y
oung
chi
ld is
usu
ally
cur
ious
and
may
be
awar
e of
sou
nds
whi
ch w
e te
nd to
igno
re.
Wat
ch th
e ch
ild c
aref
ully
, not
e tim
es w
hen
he n
otic
es a
sou
nd a
nd
expl
ore
the
child
’s in
tere
st b
y st
oppi
ng a
nd li
sten
ing
too
and
talk
ing
abou
t the
noi
se.
If a
child
doe
s no
t app
ear t
o be
inte
rest
ed in
sou
nds,
liste
n ou
t for
no
ises
that
you
thin
k m
ight
intr
igue
him
and
talk
abo
ut th
em.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
out
for s
ound
s in
the
lear
ning
env
ironm
ent.
Soun
ds
indo
ors
mig
ht in
clud
e w
ater
, kitc
hen
or m
eal p
repa
ratio
n no
ises
, ch
ildre
n pl
ayin
g, s
hout
ing
or u
sing
cer
tain
toys
. Out
side
sou
nds
mig
ht in
clud
e ae
ropl
anes
, car
s, w
ind.
N
ame
the
sour
ce o
f the
sou
nd, e
.g. ‘O
h! A
erop
lane
. Can
you
see
it?
Look
… u
p in
the
sky.
.. ae
ropl
ane.’
Soun
d-m
aker
s ca
n be
use
d to
enc
oura
ge c
omm
unic
atin
g: ‘m
ore’,
‘a
gain
’, ‘gon
e’, e
tc.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tU
se e
very
day
soun
ds in
the
lear
ning
env
ironm
ent –
insi
de a
nd o
utsi
de. T
ry to
be
mor
e aw
are
of a
ll th
e so
unds
aro
und
you.
Pro
vide
or m
ake
soun
d an
d m
usic
-mak
ing
toys
suc
h as
squ
eezy
/pus
h-bu
tton
sou
nd-m
aker
s. H
ave
a pe
riod
of th
e da
y w
here
the
tele
visi
on o
r rad
io is
turn
ed o
� to
hel
p th
e ch
ild fo
cus
on th
e so
unds
that
are
aro
und
him
.
Lear
ning
and
Dev
elop
men
t Ex
plor
ing
soun
dsW
hy?
Bein
g ab
le to
list
en c
aref
ully
to o
ne s
ound
or v
oice
am
ong
othe
r bac
kgro
und
nois
es
is a
ski
ll th
at y
oung
chi
ldre
n ha
ve to
lear
n. It
is im
port
ant b
ecau
se it
will
ena
ble
a ch
ild
to ig
nore
irre
leva
nt n
oise
and
to c
once
ntra
te o
n im
port
ant i
nfor
mat
ion
such
as
an a
dult
talk
ing.
The
Att
entiv
e Co
mm
unic
ator
69The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Enco
urag
e ea
ch c
hild
to c
hoos
e a
song
or r
hym
e. T
his
enco
urag
es
choi
ce, l
angu
age
and
inde
pend
ence
. Co
nsid
er u
sing
a c
hoic
e bo
ard.
Use
pic
ture
s, ob
ject
s or
toys
whi
ch
clea
rly re
pres
ent e
ach
song
or r
hym
e an
d fa
sten
thes
e on
to a
bo
ard.
Thi
s vi
sual
sup
port
will
hel
p a
child
who
may
not
re
mem
ber t
he fu
ll ra
nge
of rh
ymes
. It a
lso
mea
ns th
at a
chi
ld w
ho
is re
luct
ant o
r una
ble
to ta
lk c
lear
ly c
an a
lso
indi
cate
a c
hoic
e.
The
adul
t sho
uld
acce
pt a
non
-ver
bal r
espo
nse
from
the
child
, e.
g. p
oint
ing,
and
mod
el th
e la
ngua
ge: ‘O
ld M
acD
onal
d...
good
, let
’s si
ng “O
ld M
acD
onal
d ha
s a fa
rm”.’
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nRe
spon
d to
a c
hild
’s ch
oice
of s
ong.
Mak
e it
fun.
Try
to in
volv
e ac
tions
or �
nger
mov
emen
ts o
r sig
ns.
Cons
ider
the
pace
of t
he s
ong
or rh
yme.
Slo
w d
own
the
rate
a
little
to e
nabl
e al
l the
chi
ldre
n to
list
en a
nd jo
in in
.D
on’t
wor
ry if
a c
hild
ask
s fo
r the
sam
e rh
yme
or s
ong
man
y tim
es. T
he re
petit
ion
will
hel
p th
e ch
ild to
lear
n th
e so
ng a
nd b
e ab
le to
join
in. I
t mig
ht h
elp
to h
ave
a co
re o
f fam
iliar
son
gs a
nd
occa
sion
ally
add
som
ethi
ng n
ew to
cre
ate
fres
h in
tere
st.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tIn
trod
uce
a va
riety
of s
ongs
and
rhym
es. C
hoos
e so
ngs
and
rhym
es th
at re
info
rce
ever
yday
wor
ds a
nd
that
incl
ude
�nge
r and
or b
ody
actio
ns s
o th
at a
chi
ld w
ho d
oesn
’t kn
ow th
e w
ords
can
als
o jo
in in
.
Lear
ning
and
Dev
elop
men
t So
ngs
and
rhym
esW
hy?
Song
s an
d rh
ymes
pro
vide
val
uabl
e op
port
uniti
es fo
r chi
ldre
n to
hea
r rep
eate
d la
ngua
ge,
tune
s an
d rh
ythm
. Onc
e a
child
sta
rts
to re
mem
ber a
rhym
e, h
e ca
n jo
in in
, mak
e th
e ac
tions
and
say
the
wor
ds.
16–2
6 m
onth
s: T
he In
nova
tive
Com
mun
icat
or
71The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Giv
e a
child
opp
ortu
nitie
s to
cho
ose
his
own
book
from
a w
ide
varie
ty o
f boo
k ty
pes
and
topi
cs.
A c
hild
may
wan
t you
to re
ad th
e st
ory,
he
may
wan
t you
to ta
lk
abou
t the
pic
ture
s, he
may
wan
t to
poin
t to
pict
ures
for y
ou to
na
me
and/
or h
e m
ay tr
y to
tell
you
wha
t thi
ngs
are.
Li
sten
, wai
t and
wat
ch fo
r the
chi
ld to
indi
cate
wha
t he
wan
ts.
If a
child
alw
ays
choo
ses
the
sam
e bo
ok, t
ry to
wid
en h
is in
tere
st
by lo
okin
g at
a fe
w p
ages
of a
noth
er b
ook
that
you
thin
k he
m
ight
like
bef
ore
shar
ing
the
book
he
usua
lly s
elec
ts.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nSo
met
imes
sit
and
read
a b
ook
with
a c
hild
. At o
ther
tim
es g
ive
the
child
tim
e an
d sp
ace
to e
xplo
re a
boo
k on
his
ow
n.If
shar
ing
a bo
ok, r
espo
nd to
how
the
child
wan
ts to
use
it.
Thin
k ab
out t
he la
ngua
ge th
e ch
ild u
nder
stan
ds a
nd u
ses.
Mod
el
exam
ples
that
are
onl
y sl
ight
ly m
ore
di�
cult
than
that
whi
ch th
e ch
ild c
an s
ay. F
or e
xam
ple,
if h
e se
es a
cow
and
says
, ‘Moo
’, you
say,
‘M
oo, i
t’s a
cow
’. If t
he c
hild
says
, ‘Cow
’, you
say,
‘The
cow
is e
atin
g’, e
tc.
If th
e la
ngua
ge u
sed
in th
e bo
ok is
too
di�
cult,
mak
e up
you
r ow
n bu
t kee
p th
e st
ory
brie
f and
use
sim
ple
wor
ds a
nd s
ente
nces
.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of s
impl
e bo
oks.
Pict
ure
book
s of
eve
ryda
y ob
ject
s, an
imal
s or
peo
ple
doin
g ev
eryd
ay th
ings
, or
sim
ple
stor
ies
abou
t eve
ryda
y si
tuat
ions
are
inva
luab
le fo
r dev
elop
ing
voca
bula
ry a
nd la
ngua
ge. A
lso
incl
ude
a va
riety
of
type
s of
boo
ks: b
oard
boo
ks, �
ap-b
ooks
, noi
sy b
ooks
, mat
eria
l boo
ks, w
ater
proo
f boo
ks, b
ooks
with
pho
tos
and
book
s w
ith d
raw
ings
.
Lear
ning
and
Dev
elop
men
t Pi
ctur
e bo
oks
Why
?Pi
ctur
e bo
oks
and
sim
ple
stor
ies
prov
ide
valu
able
opp
ortu
nitie
s fo
r chi
ldre
n to
hea
r re
peat
ed la
ngua
ge, c
opy
wor
ds a
nd p
erha
ps to
sta
rt n
amin
g pi
ctur
es. S
harin
g bo
oks
also
he
lps
to d
evel
op li
sten
ing
and
atte
ntio
n sk
ills.
For t
his
age
grou
p, fo
cus
on th
ings
a c
hild
ca
n se
e on
eac
h pa
ge. N
ame
the
obje
cts
or p
eopl
e an
d de
scrib
e w
hat t
hey
are
doin
g, to
en
cour
age
the
deve
lopm
ent o
f act
ion
wor
ds s
uch
as ‘w
alki
ng’, ‘j
umpi
ng’, ‘s
mili
ng’, e
tc.
The
Inno
vativ
e Co
mm
unic
ator
73The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s in
tere
st.
Som
etim
es p
lay
alon
gsid
e th
e ch
ild. L
iste
n to
wha
t he
says
or t
ries
to s
ay a
nd p
rovi
de m
odel
s of
wor
ds a
nd s
ente
nces
that
he
can
begi
n to
cop
y. A
t oth
er ti
mes
, giv
e hi
m ti
me
and
spac
e to
exp
lore
an
d so
lve
his
own
prob
lem
s.A
chi
ld o
f thi
s ag
e m
ay �
nd it
di�
cult
to s
hare
toys
. Tr
y to
enc
oura
ge h
im to
take
turn
s w
ith th
e eq
uipm
ent.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch.
Thin
k ab
out t
he la
ngua
ge th
e ch
ild u
nder
stan
ds a
nd u
ses.
Mod
el
exam
ples
that
are
onl
y sl
ight
ly m
ore
di�
cult
than
that
whi
ch th
e ch
ild c
an s
ay. F
or e
xam
ple,
if h
e sa
ys, ‘B
ucke
t’, yo
u sa
y, ‘B
ucke
t, th
e bu
cket
’s fu
ll of
wat
er’.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tCo
nsid
er v
aryi
ng th
e w
ater
-pla
y to
cre
ate
inte
rest
. Cha
nge
the
wat
er b
y ad
ding
bub
bles
or c
olou
r or a
dd a
larg
e bl
ock
of
ice.
Cha
nge
the
toys
to p
rom
ote
a w
ider
use
of w
ords
and
to h
elp
him
sol
ve n
ew p
robl
ems,
e.g.
use
sea
cre
atur
es,
pebb
les
and
shel
ls, o
r boa
ts a
nd p
eopl
e. A
noth
er ti
me
you
coul
d tr
y bu
cket
s, w
ater
whe
els
and
pum
ps.
Lear
ning
and
Dev
elop
men
t W
ater
tray
Why
?Yo
ung
child
ren
love
wat
er. W
ater
can
be
used
to d
evel
op v
ocab
ular
y an
d la
ngua
ge,
shar
ing
and
prob
lem
sol
ving
.
The
Inno
vativ
e Co
mm
unic
ator
75The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s in
tere
st.
Befo
re 3
0 m
onth
s a
child
is li
kely
to w
ant t
o pl
ay o
n hi
s ow
n or
w
atch
oth
ers
play
. It i
s im
port
ant t
o pr
ovid
e th
e sp
ace
for h
im to
do
this
.A
fter
30
mon
ths,
a ch
ild m
ay s
tart
to p
lay
with
oth
ers.
A c
hild
may
ap
prec
iate
opp
ortu
nitie
s to
pla
y w
ith ju
st o
ne o
r tw
o fr
iend
s in
th
e ho
me
corn
er.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch.
Enco
urag
e th
e ch
ild to
act
out
eve
ryda
y ev
ents
. Fol
low
his
in
tere
st, e
.g. h
e m
ay u
ndre
ss Te
ddy.
The
n, if
nec
essa
ry, s
ugge
st
wha
t he
coul
d do
nex
t, e.
g. g
ive
Tedd
y a
bath
. Nex
t tim
e th
e ch
ild
mig
ht u
ndre
ss a
nd b
ath
Tedd
y an
d co
uld
be s
how
n ho
w to
put
hi
m to
bed
. Li
sten
to w
hat t
he c
hild
say
s. Re
spon
d by
ans
wer
ing
his
ques
tions
, or e
xpan
d w
hat h
e sa
id. A
void
ask
ing
too
man
y qu
estio
ns y
ours
elf.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tEn
sure
that
the
equi
pmen
t in
the
hom
e co
rner
is a
ge-a
ppro
pria
te a
nd re
pres
ents
the
rich
dive
rsity
of t
he c
hild
ren’
s ow
n ho
mes
. It i
s im
port
ant t
o va
ry th
e ro
le-p
lay
area
to �
t in
with
di�
eren
t the
mes
, e.g
. a b
uild
er’s
yard
or a
caf
e.
The
topi
c ne
eds
to b
e si
mpl
e an
d w
ithin
the
child
ren’
s ex
perie
nce.
Lear
ning
and
Dev
elop
men
t Pl
ayin
g in
the
role
-pla
y ar
ea –
a h
ome
corn
erW
hy?
Play
ing
in th
e ho
me
corn
er e
nabl
es a
chi
ld to
act
out
rout
ines
whi
ch h
e se
es a
t hom
e an
d w
hen
he is
out
and
abo
ut. T
his
enco
urag
es h
im to
sta
rt to
use
his
imag
inat
ion,
to u
se
lang
uage
to o
rgan
ise
his
thou
ghts
, pla
n a
sequ
ence
of e
vent
s an
d be
gin
to e
xplo
re th
e th
ough
ts a
nd fe
elin
gs o
f oth
ers.
Hom
e-co
rner
pla
y pr
ovid
es v
alua
ble
oppo
rtun
ities
for
the
child
to h
ear a
nd u
se e
very
day
wor
ds a
nd s
ente
nces
.
22–3
6 m
onth
s: T
he D
evel
opin
g Co
mm
unic
ator
77The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s le
ad.
Avoi
d as
king
too
man
y qu
estio
ns s
o th
at th
e ch
ild c
an fo
cus
on
thin
gs h
e is
inte
rest
ed in
. He
will
lear
n m
ore
this
way
.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch. R
espo
nd to
the
child
by
answ
erin
g hi
s qu
estio
ns, o
r exp
andi
ng w
hat h
e sa
ys b
y re
peat
ing
his
sent
ence
an
d ad
ding
just
one
or t
wo
extr
a w
ords
.A
t thi
s ag
e, c
ontin
ue to
focu
s on
the
nam
es o
f thi
ngs
and
wha
t th
ings
/peo
ple
are
doin
g bu
t sta
rt to
intr
oduc
e na
mes
for p
arts
of
obje
cts.
Puzz
les
are
idea
l for
this
, e.g
. as p
arts
of a
�re
eng
ine
are
adde
d to
the
pict
ure,
nam
e th
e la
dder
, �re
ext
ingu
ishe
r, lig
hts,
bell,
ho
se, e
tc. I
f the
chi
ld h
as a
goo
d vo
cabu
lary
of o
bjec
ts a
nd p
arts
of
obj
ects
, sta
rt th
inki
ng a
bout
pos
ition
wor
ds: o
n, u
nder
, on
top;
si
ze: b
ig, l
ittle
, lon
g, s
hort
; col
our:
red,
blu
e; n
umbe
r: 1,
2.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of p
uzzl
es a
nd in
set b
oard
s to
giv
e op
port
uniti
es to
list
en to
and
say
di�
eren
t wor
ds a
nd s
ente
nces
.En
sure
that
the
puzz
les
are
appr
opria
te fo
r a d
iver
se ra
nge
of a
bilit
y, fr
om s
impl
e in
set p
uzzl
es to
big
�oo
r puz
zles
that
gr
oups
of c
hild
ren
can
com
plet
e to
geth
er to
mor
e co
mpl
icat
ed 1
6- o
r 32-
piec
e pu
zzle
s.
Lear
ning
and
Dev
elop
men
t Pu
zzle
sW
hy?
Puzz
les
prov
ide
valu
able
opp
ortu
nitie
s to
dev
elop
�ne
-mot
or a
nd m
anip
ulat
ion
skill
s, pi
ctur
e m
atch
ing,
pat
tern
com
plet
ing,
con
cent
ratio
n bu
t als
o la
ngua
ge. P
uzzl
es c
an
prov
ide
anot
her e
very
day
situ
atio
n to
max
imis
e th
e us
e of
lang
uage
.
The
Dev
elop
ing
Com
mun
icat
or
79The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s in
tere
st.
List
en to
wha
t he
says
or t
ries
to s
ay a
nd p
rovi
de m
odel
s of
wor
ds
and
sent
ence
s.
Enco
urag
e hi
m to
pla
y w
ith o
ther
chi
ldre
n. It
may
hel
p to
lim
it th
e nu
mbe
r of c
hild
ren
play
ing
in th
e sa
nd s
o th
ere
is s
pace
and
room
fo
r tw
o or
thre
e to
rela
x, s
hare
, dev
elop
thei
r ide
as a
nd c
hat t
o ea
ch o
ther
. If a
sm
all g
roup
is ta
lkin
g, e
xplo
re a
nd e
xten
d th
e pl
ay
posi
tivel
y –
avoi
d in
terr
uptin
g. C
hild
ren
lear
n a
lot b
y lis
teni
ng to
ea
ch o
ther
.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch.
Thin
k ab
out t
he la
ngua
ge th
e ch
ild u
nder
stan
ds a
nd u
ses.
Mod
el
exam
ples
that
are
onl
y sl
ight
ly m
ore
di�
cult
than
that
whi
ch th
e ch
ild c
an s
ay. F
or e
xam
ple,
if h
e sa
ys, ‘
The
digg
er is
com
ing’,
you
say,
‘T
he y
ello
w d
igge
r is c
omin
g w
ith lo
ts o
f san
d’.
If th
e ch
ild h
as a
goo
d vo
cabu
lary
of o
bjec
ts a
nd p
arts
of o
bjec
ts,
star
t thi
nkin
g ab
out p
ositi
on w
ords
: on,
und
er, o
n to
p; s
ize:
big
, lit
tle, l
ong,
sho
rt; c
olou
r: re
d, b
lue;
num
ber:
1, 2
.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tCo
nsid
er v
aryi
ng th
e sa
nd p
lay
to c
reat
e in
tere
st. C
hang
e th
e sa
nd s
o th
at s
omet
imes
it is
dry
and
som
etim
es w
et. C
hang
e th
e to
ys to
pro
mot
e a
wid
er u
se o
f wor
ds a
nd to
hel
p th
e ch
ildre
n so
lve
new
pro
blem
s, e.
g. u
se s
peci
�c s
ets
of a
nim
als:
de
sert
ani
mal
s or
inse
cts,
with
or w
ithou
t nat
ural
mat
eria
ls s
uch
as tw
igs,
leav
es, f
ur c
ones
, etc
. On
othe
r occ
asio
ns tr
y pe
ople
, tru
cks
and
digg
ers
or tr
aditi
onal
buc
kets
, spa
des,
sand
whe
els
and
rake
s.
Lear
ning
and
Dev
elop
men
t Sa
ndW
hy?
Child
ren
love
san
d. S
and
can
be u
sed
to d
evel
op v
ocab
ular
y an
d la
ngua
ge,
shar
ing
and
prob
lem
sol
ving
.
The
Dev
elop
ing
Com
mun
icat
or
81The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s in
tere
st.
List
en to
wha
t he
says
or t
ries
to s
ay a
nd p
rovi
de m
odel
s of
wor
ds
and
sent
ence
s. Av
oid
aski
ng to
o m
any
ques
tions
you
rsel
f.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch.
Enco
urag
e th
e ch
ild to
act
out
litt
le s
cena
rios
and
stor
ies.
En
cour
age
the
child
to p
lay
with
di�
eren
t cha
ract
ers
and
expl
ore
wha
t eac
h ‘p
erso
n’ d
oes
and
says
. If t
he c
hild
wan
ts to
, you
can
ta
ke o
n th
e ch
arac
ter o
f one
per
son
whi
le h
e pl
ays
with
ano
ther
, bu
t ens
ure
that
you
follo
w h
is s
tory
line.
If th
e ch
ild’s
play
is v
ery
repe
titiv
e, b
ring
in d
i�er
ent c
hara
cter
s or
to
ys a
long
side
the
favo
urite
s.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of m
inia
ture
pla
y eq
uipm
ent,
arra
nged
invi
tingl
y. It
is u
sual
ly h
elpf
ul to
kee
p di
�ere
nt to
pic
area
s in
di
�ere
nt b
oxes
but
if a
chi
ld w
ishe
s to
mix
them
, e.g
. zoo
ani
mal
s w
ith fa
rm a
nim
als
or h
ospi
tal e
quip
men
t with
cas
tles
and
knig
hts
this
can
hel
p to
pro
mot
e im
agin
atio
n. S
ortin
g th
e to
ys in
to th
e co
rrec
t box
es a
t the
end
pro
vide
s ye
t an
othe
r opp
ortu
nity
for t
alki
ng!
Lear
ning
and
Dev
elop
men
t M
inia
ture
wor
ld to
ysW
hy?
Play
ing
with
min
iatu
re to
ys, e
.g. d
oll’s
hou
se, f
arm
s, et
c. re
pres
ents
the
next
sta
ge o
f de
velo
pmen
t and
ena
bles
a c
hild
to a
ct o
ut th
e ro
utin
es h
e ex
perie
nces
in h
is e
very
day
life.
Thi
s en
cour
ages
dev
elop
men
t of h
is im
agin
atio
n, a
nd h
elps
him
use
lang
uage
to
orga
nise
his
thou
ghts
, pla
n a
sequ
ence
of e
vent
s an
d be
gin
to e
xplo
re th
e th
ough
ts a
nd
feel
ings
of o
ther
s.
The
Dev
elop
ing
Com
mun
icat
or
83The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
List
en, w
ait a
nd w
atch
.Fo
llow
the
child
’s in
tere
st.
Can
the
child
beg
in to
take
on
the
char
acte
r and
role
of t
he
pers
on h
e is
pre
tend
ing
to b
e? T
his
can
sign
i�ca
ntly
bro
aden
his
op
port
uniti
es fo
r ext
endi
ng h
is p
lay
and
expe
rimen
ting
with
the
thou
ghts
and
feel
ings
of d
i�er
ent p
eopl
e in
di�
eren
t situ
atio
ns.
The
use
of la
ngua
ge d
urin
g th
is ty
pe o
f act
ivity
is v
ery
impo
rtan
t fo
r the
chi
ld’s
deve
lopm
ent o
f soc
ial s
kills
and
em
path
y, b
ut a
lso
stor
ytel
ling
whi
ch w
ill s
uppo
rt h
is li
tera
cy s
kills
.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wai
t and
wat
ch.
Enco
urag
e th
e ch
ild to
act
out
litt
le s
cena
rios
and
stor
ies.
En
cour
age
the
child
to p
lay
with
di�
eren
t cha
ract
ers
and
expl
ore
wha
t eac
h ‘p
erso
n’ d
oes
and
says
. If t
he c
hild
wan
ts to
you
can
ta
ke o
n th
e ch
arac
ter o
f one
per
son
whi
le h
e pl
ays
with
ano
ther
, bu
t ens
ure
that
you
follo
w h
is s
tory
line.
If th
e ch
ild’s
play
is v
ery
repe
titiv
e, b
ring
in d
i�er
ent c
hara
cter
s or
to
ys a
long
side
the
favo
urite
s.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of d
ress
ing-
up c
loth
es w
hich
re�e
ct th
e ric
h di
vers
ity o
f a c
hild
’s lif
e an
d ex
perie
nces
. Con
side
r tim
es
whe
n th
e ra
nge
of c
loth
es a
nd p
lay
mat
eria
ls m
ight
be
them
e-ba
sed
so th
at a
chi
ld c
an d
evel
op a
them
e or
exp
lore
a
part
icul
ar s
ituat
ion
or fa
mili
ar s
tory
.
Lear
ning
and
Dev
elop
men
t D
ress
ing
upW
hy?
Dre
ssin
g up
enc
oura
ges
a ch
ild to
use
his
imag
inat
ion
and
to e
xplo
re th
e th
ough
ts a
nd
feel
ings
of o
ther
s. D
ress
ing
up c
an b
e an
ext
ensi
on o
f oth
er p
lay,
suc
h as
hom
e co
rner
or
outd
oor a
ctiv
ities
so
that
an
olde
r chi
ld c
an d
evel
op h
is p
lay
and
stor
y id
eas.
30–5
0 m
onth
s: T
he Q
uest
ioni
ng C
omm
unic
ator
85The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Cons
ider
giv
ing
each
chi
ld a
turn
at h
elpi
ng a
t caf
é tim
e.W
here
it is
saf
e, th
e ch
ild s
houl
d be
invo
lved
in fo
od p
repa
ratio
n,
e.g.
put
ting
food
on
the
plat
es, c
ups o
n tr
ays a
nd o
rgan
isin
g th
e ta
bles
. Thi
s pr
omot
es in
depe
nden
ce a
nd o
rgan
isat
ion
skill
s. It
also
pr
ovid
es v
alua
ble
one-
to-o
ne o
ppor
tuni
ties
for a
chi
ld to
hav
e th
e un
divi
ded
atte
ntio
n an
d co
nver
satio
n w
ith a
n ad
ult d
urin
g an
ev
eryd
ay s
ituat
ion.
Tidy
ing
up is
goo
d fo
r org
anis
atio
n an
d in
depe
nden
ce to
o.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nCo
nsid
er e
ncou
ragi
ng a
few
chi
ldre
n to
han
d fo
od ro
und
to s
mal
l gr
oups
of p
eers
. Enc
oura
ge th
e ch
ild w
ho is
o�e
ring
food
to u
se
lang
uage
, e.g
. ‘Am
i, w
hat w
ould
you
like
to e
at?’
and
for t
he c
hild
re
ceiv
ing
the
food
to a
sk fo
r wha
t he
wan
ts a
nd th
ank
the
child
w
ho h
as ‘s
erve
d’ h
im. T
he fo
od c
an th
en b
e pl
aced
on
the
tabl
es
for c
hild
ren
to h
elp
them
selv
es if
this
is th
e no
rmal
rout
ine
for t
he
sett
ing.
If
a ch
ild s
trug
gles
to u
se la
ngua
ge is
this
situ
atio
n, p
rovi
de
appr
opria
te m
odel
s an
d ex
ampl
es o
f thi
ngs
to s
ay.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tM
ake
sure
that
an
adul
t is
in th
e ca
fé to
kee
p th
e co
nver
satio
n �o
win
g. P
rovi
de a
wid
e va
riety
of s
nack
s to
enc
oura
ge e
ach
child
to tr
y di
�ere
nt fo
ods
and
lear
n th
e na
mes
of t
he d
i�er
ent t
hing
s: th
e na
mes
of p
arts
of t
he th
ings
we
eat,
e.g.
pee
l, pi
ps, s
kin;
and
des
crib
ing
wor
ds s
uch
as p
rickl
y, s
hiny
, sm
ooth
, rou
gh, r
ound
, hea
vy, l
ight
, etc
.
Lear
ning
and
Dev
elop
men
t Ca
fé ti
me
Why
?Ca
fé ti
me
is a
n ev
eryd
ay ro
utin
e w
hich
can
pro
vide
val
uabl
e op
port
uniti
es to
dev
elop
vo
cabu
lary
and
soc
ial u
se o
f lan
guag
e.
The
Que
stio
ning
Com
mun
icat
or
87The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Use
this
opp
ortu
nity
to e
ngag
e w
ith th
e ch
ild w
ho lo
ves
com
pute
rs a
nd d
oes
not u
sual
ly w
ant t
o ta
lk to
adu
lts.
The
child
will
hav
e th
e co
ntro
ls a
nd w
ill ta
ke th
e le
ad. H
owev
er,
coul
d th
e ch
ild p
ass
the
cont
rols
ove
r to
you
and
tell
you
how
to
com
plet
e an
act
ivity
? Thi
s w
ould
ena
ble
the
child
to s
hare
his
sk
ills
and
know
ledg
e an
d gi
ve d
irect
ions
, but
in a
real
situ
atio
n.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nSi
t alo
ngsi
de th
e ch
ild q
uiet
ly. L
iste
n, w
ait a
nd w
atch
.Be
min
dful
of w
hen
it is
app
ropr
iate
/hel
pful
to ta
lk a
nd w
hen
the
child
nee
ds ti
me
and
spac
e to
exp
lore
/sol
ve s
omet
hing
on
his
own.
Enc
oura
ge th
em to
take
turn
s w
ith s
omeo
ne e
lse
and
to
give
inst
ruct
ions
as
to h
ow to
pla
y th
e ga
me.
Focu
s on
wor
ds th
at d
escr
ibe
the
obje
cts
on th
e sc
reen
or
desc
ribe
a se
quen
ce o
f eve
nts
incl
udin
g co
ncep
ts s
uch
as n
ow,
and
then
, �rs
t, ne
xt, s
oon,
last
, etc
.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of g
ames
and
sto
ries
to e
nsur
e br
oad
expe
rienc
es. M
any
soft
war
e ac
tiviti
es fo
r thi
s ag
e gr
oup
targ
et
num
erac
y an
d lit
erac
y bu
t the
y ca
n al
so b
e us
ed to
dev
elop
lang
uage
.
Lear
ning
and
Dev
elop
men
t Co
mpu
ters
Why
?Co
mpu
ters
can
be
used
to d
evel
op la
ngua
ge. A
chi
ld c
an s
it w
ith a
frie
nd a
nd ta
lk a
bout
w
hat t
hey
can
see
or a
n ad
ult c
an p
rovi
de v
alua
ble
lang
uage
mod
els
to e
xten
d a
child
’s vo
cabu
lary
and
sen
tenc
es.
The
Que
stio
ning
Com
mun
icat
or
89The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Prov
ide
the
appr
opria
te re
sour
ces.
List
en, w
ait a
nd w
atch
.G
ive
each
chi
ld o
ppor
tuni
ties
to w
ork
in s
mal
l gro
ups
and
orga
nise
them
selv
es to
act
out
sto
ries.
This
will
hel
p to
dev
elop
im
port
ant s
kills
of s
harin
g, a
rgui
ng, n
egot
iatio
n an
d re
spec
t of
othe
r peo
ple’
s vi
ews.
It is
impo
rtan
t to
give
eac
h ch
ild ti
me
and
spac
e to
do
this
, but
ther
e m
ay b
e tim
es w
hen
you
need
to
inte
rven
e an
d su
gges
t or m
odel
app
ropr
iate
reso
lutio
ns.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
and
wat
ch th
e ch
ildre
n as
they
re-t
ell t
he s
tory
.If
a ch
ild �
nds
it di
�cu
lt to
rete
ll a
stor
y as
par
t of a
gro
up,
enco
urag
e hi
m to
sha
re a
sto
ry h
e lik
es ju
st w
ith y
ou. S
tart
by
shar
ing
the
book
. Rea
d it
seve
ral t
imes
on
di�e
rent
occ
asio
ns a
nd
grad
ually
enc
oura
ge h
im to
take
ove
r by
desc
ribin
g th
e pi
ctur
es.
Slow
ly in
trod
uce
pupp
ets
or re
sour
ces
from
a s
tory
sac
k w
hile
sh
arin
g th
e bo
ok a
nd w
ork
tow
ards
act
ing
out p
arts
of t
he s
tory
w
ithou
t ref
errin
g to
the
text
. If t
he la
ngua
ge a
nd le
arni
ng is
at t
he
child
’s pa
ce, h
is s
tory
telli
ng s
kills
will
gra
dual
ly d
evel
op.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tSh
are
a br
oad
rang
e of
boo
ks o
ne-t
o-on
e w
ith c
hild
ren
but a
lso
in s
mal
l gro
ups.
Read
the
book
s an
d th
en p
rovi
de a
wid
e va
riety
of w
ays
of e
xplo
ring
the
book
s an
d st
oryl
ines
suc
h as
sto
ry s
acks
, dre
ssin
g-up
clo
thes
or m
inia
ture
cha
ract
ers
and
toys
whi
ch m
atch
a s
tory
and
pup
pets
of v
aryi
ng k
inds
. Pro
vide
a m
atch
ing
book
, with
the
page
s cu
t up
and
lam
inat
ed,
so a
chi
ld c
an a
rran
ge th
em in
ord
er (e
.g. h
ang
them
up
on a
was
hing
line
) and
tell
his
own
vers
ion.
Lear
ning
and
Dev
elop
men
t Sh
arin
g bo
oks
and
rete
lling
sto
ries
Why
?Fo
ur- a
nd �
ve-y
ear-
old
child
ren
shou
ld b
e fa
mili
ar w
ith s
ome
sim
ple
stor
ies
whi
ch h
ave
been
sha
red
time
and
agai
n w
ithin
the
sett
ing.
The
se m
ay b
e tr
aditi
onal
tale
s su
ch a
s ‘G
oldi
lock
s an
d th
e Th
ree
Bear
s’ or
mor
e re
cent
text
s su
ch a
s W
e’re
Goi
ng o
n a
Bear
Hun
t. Re
telli
ng s
torie
s is
a v
alua
ble
oppo
rtun
ity to
dev
elop
lang
uage
and
impo
rtan
t pr
epar
atio
n fo
r whe
n a
child
com
es to
cre
ate
a st
ory
for t
hem
selv
es.
40–
60 m
onth
s: T
he S
kille
d Co
mm
unic
ator
91The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
Enco
urag
e ev
ery
child
to e
xplo
re b
eyon
d th
e bo
unda
ries
of
com
mer
cial
ly-p
rodu
ced
reso
urce
s to
cre
ate
his
own
wor
lds.
Enab
le e
ach
child
to p
lay
in th
e ca
mps
at a
leve
l he
is c
omfo
rtab
le
with
. Thi
s m
ight
be
lead
ing,
form
ing
and
plan
ning
the
cam
p or
it
mig
ht b
e si
ttin
g qu
ietly
in a
cor
ner o
f the
cam
p m
akin
g cu
ps
of te
a.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wat
ch a
nd w
ait.
If a
child
�nd
s it
di�
cult
to p
lay
with
the
grou
p or
di�
cult
to
enga
ge w
ith c
hild
ren
or a
dults
, try
to s
it qu
ietly
nea
r thi
s ch
ild.
Gra
dual
ly, i
f you
follo
w h
is le
ad, h
e m
ay in
clud
e yo
u in
his
pla
y.
This
may
giv
e yo
u op
port
uniti
es to
max
imis
e hi
s la
ngua
ge b
y re
spon
ding
to h
is q
uest
ions
, or e
xpan
ding
wha
t he
says
by
repe
atin
g hi
s se
nten
ce a
nd a
ddin
g ju
st o
ne o
r tw
o ex
tra
wor
ds.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of m
ater
ials
and
reso
urce
s to
ena
ble
the
child
ren
to c
reat
e th
eir o
wn
cam
ps. T
here
are
read
y-m
ade
pop-
up h
ouse
s av
aila
ble
but t
he ta
sk h
ere
is to
use
she
ets,
scra
ps o
f mat
eria
l, st
ring
and
pegs
, etc
. fro
m in
expe
nsiv
e so
urce
s su
ch a
s sc
rap
stor
es a
nd c
harit
y sh
ops
to �
re th
e im
agin
atio
n an
d cr
eativ
ity o
f the
chi
ldre
n.
Allo
w th
em to
use
twig
s an
d le
aves
they
�nd
out
side
. A
ll th
is fu
n us
es la
ngua
ge a
nd c
omm
unic
atio
n.
Lear
ning
and
Dev
elop
men
t Cr
eati
ng c
amps
Why
?M
akin
g ca
mps
and
hou
ses
insi
de a
nd o
utsi
de d
raw
s to
geth
er a
wid
e ra
nge
of s
kills
, man
y of
whi
ch re
ly o
n, o
r enc
oura
ge, m
ore
com
plex
abs
trac
t lan
guag
e, s
uch
as im
agin
atio
n,
plan
ning
, pro
blem
-sol
ving
, int
erac
ting
with
frie
nds,
voca
bula
ry a
nd u
se o
f sen
tenc
es.
The
Ski
lled
Com
mun
icat
or
93The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
A U
niqu
e Ch
ild
who
is v
alue
d an
d lis
tene
d to
It is
impo
rtan
t to
allo
w e
ach
child
to d
evel
op h
is o
wn
cons
truc
tion.
If it
is v
ery
repe
titiv
e, c
onsi
der s
how
ing
the
child
how
to e
xten
d hi
s id
ea b
y ad
ding
som
ethi
ng o
r by
usin
g it
in a
di�
eren
t way
.Re
spec
t the
e�o
rts
of e
very
chi
ld a
nd e
ncou
rage
eve
ry c
hild
to
resp
ect t
he e
�ort
s of
his
pee
rs.
It is
impo
rtan
t to
liste
n to
the
child
bec
ause
a p
ile o
f jun
k co
uld
be
som
ethi
ng q
uite
di�
eren
t thr
ough
the
eyes
of a
chi
ld.
Posi
tive
Rel
atio
nshi
ps
that
bui
ld a
nd s
uppo
rt c
omm
unic
atio
nLi
sten
, wat
ch a
nd w
ait.
It ca
n he
lp to
sit
alon
gsid
e a
child
with
a m
atch
ing
set o
f co
nstr
uctio
n m
ater
ials
and
bui
ld y
our o
wn
cons
truc
tion.
Thi
s ca
n ge
nera
te a
nat
ural
, rel
axed
con
vers
atio
n.En
cour
age
the
child
to e
xpla
in w
hat h
e is
pla
nnin
g an
d do
ing.
Mod
el a
ppro
pria
te la
ngua
ge a
nd in
clud
e w
ords
suc
h as
now
and
th
en, �
rst,
next
, soo
n, la
st, e
tc. a
s w
ell a
s w
ords
that
des
crib
e th
e co
nstr
uctio
n.
Enab
ling
Envi
ronm
ents
pr
ovid
e ap
prop
riat
e re
sour
ces
and
oppo
rtun
itie
s fo
r lea
rnin
g an
d de
velo
pmen
tPr
ovid
e a
wid
e va
riety
of c
onst
ruct
ion
mat
eria
ls. S
ome
will
be
com
mer
cial
ly a
vaila
ble
reso
urce
s, bu
t jun
k m
odel
ling
and
scra
ps o
f woo
d ca
n o�
er d
i�er
ent c
halle
nges
.
Lear
ning
and
Dev
elop
men
t Co
nstr
ucti
onW
hy?
Cons
truc
tion
toys
and
reso
urce
s pr
ovid
e va
luab
le o
ppor
tuni
ties
to d
evel
op �
ne-m
otor
an
d m
anip
ulat
ion
skill
s, pr
oble
m-s
olvi
ng a
nd c
once
ntra
tion,
but
als
o la
ngua
ge.
Cons
truc
tion
toys
can
enc
oura
ge a
chi
ld to
sta
te h
is p
lans
and
then
exp
lain
how
thes
e w
ere
or w
ere
not a
chie
ved.
The
Ski
lled
Com
mun
icat
or
95The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Effective practice in securing parental engagement
family
Children are communicators from birth and the development of their speech, language and communication skills does not only happen in their Early Years setting. As this diagram illustrates, there are many other key people and places that make up the child’s ‘language learning environment’. If every child is to become an effective, all-round communicator, it is important to recognise the invaluable contribution of all those people and places that are important in a child’s life.
As the Early Years Foundation Stage (EYFS) states: ‘Parents are children’s first and most enduring educators’ (EYFS Principles
into Practice Card 2.2). The EYFS statutory guidance places an expectation on Early Years providers to ‘maintain a regular two-way flow of information with parents’. This is because supporting parents to engage with, and be committed to, their child’s speech, language and communication development enriches the whole language learning environment of children and is an essential part of the journey towards Every Child a Talker.
Further information and ideas about the importance of involving parents can be found in these websites and documents.
Every Parent Matters• sets out government priorities and initiatives in the area of parental involvement.
The • EYFS section 2.2 ‘Parents as Partners’ includes examples of good practice and links to further reading and research evidence.
Visit the National Strategies website at • www.nationalstrategiescpd.org.uk/course/ view.php?id=111 to view a collection of case studies from local authorities who took part in the Parents as Partners in Early Learning project. These illustrate some successful ways in which settings have engaged parents in their children’s learning.
www.talktoyourbaby.org.uk• provides interesting information and resources for parents.
www.parentscentre.gov.uk• is the official DCSF website for parents.
www.fatherhoodinstitute.org• includes lots of information and research about involving fathers.
96 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Barriers to parental engagementThe majority of parents want the best for their children but there may be a number of reasons why parents may not be fully engaged in supporting their child’s speech, language and communication development and why the Early Years setting is not reaching the parents of all the children who attend.
Reflective activity: Barriers to parental engagement will be individual to each parent and each setting. Spend some time as a staff group thinking about the possible reasons why parents that you work with may not be fully engaged.
Here are a few questions to get you started:
Is it because parents are working full time and cannot visit the setting during the working day? Is it because they are unaware of the importance of communication as a foundation skill and how and when it develops? Do they underestimate the important role that they can play or devalue their own role in comparison to the role of ‘professionals’?
For many settings, involving parents means implementing a ‘diary’ which is shared between home and setting and records important events
or organising an annual coffee morning. Although these activities are useful as starting points, they only go part of the way towards fully valuing the contribution that parents make to the education and development of their children. They are often like a one-way street from setting to home. This diagram shows the steps towards fully engaging parents as partners in their child’s learning. Each of these three steps are useful and important, and reaching one or all of the steps in your setting would lead to increased and improved parental engagement.
Step one: informed and enthused: Just as Early Years practitioners need to be inspired and enthused about reaching the goal of Every Child a Talker, parents also need to be encouraged to understand the value and importance of supporting and developing their child’s communication skills. Raising awareness and sharing enthusiasm, as well as informing parents about activities and achievements within the setting and sharing knowledge and ideas, is a simple way to begin engaging parents.
Step two: consulted and valued: Parents know their children best and possess a wealth of knowledge about their children’s communication skills, as well as opinions about what and how a setting can best provide for their child. Providing opportunities for parents to share this knowledge in ways that value their opinion will further increase engagement.
Step three: engaged partners: Parents who are fully empowered and engaged not only consult and comment on what is best for their child, but are confident, proactive partners alongside practitioners, supporting their child to develop speech, language and communication skills at home, in the Early Years setting and elsewhere.
Valued
97The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Reflective activity: With your colleagues, think about the activities to promote parent engagement that your setting is already doing. Write them on sticky notes. Draw out the steps diagram above and stick each activity on the appropriate step. Do these activities inform and enthuse, consult and value or fully engage parents as partners? Use what you have written to stimulate discussion and plan for the future.
Securing parental engagement across the EYFSEngaging parents as partners across the EYFS involves valuing each Unique Child and their family, fostering Positive Relationships between parents and children as well as between the setting and home, supporting the creation of Enabling Environments and ensuring that active and creative Learning and Development takes place throughout the child’s language learning environment.
Here are some more practical ideas about how to engage parents as partners in supporting the development of children’s speech, language and communication skills.
Step one: informed and enthusedUse events such as coffee mornings, social evenings and open days as a starting point to share with parents the importance of communication. Make displays and send home leaflets, booklets, posters and other available promotional material such as DVDs or fridge magnets. Discuss and share ideas with parents about what children are capable of and the importance of communication as a basic skill for life.
A Unique Child: inform parents about what communication skills should be broadly expected of their child at each age and stage. Celebrate each child’s achievements in language development, making books together of ‘Baby’s First Words’ which encourages parents to remember and celebrate their child’s first words and the story behind this.
98 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Positive Relationships: share with parents some ideas about what they can do to support children’s language development. Share parent–child interaction tips and consider having a ‘Tip of the week’ system. Access nationally available resources such as the I CAN Chatter Matters DVD (www.ican.org.uk/home/Resources.aspx). Also access locally available resources from your local speech language therapy (SLT) service, Early Years advisers or your Early Language consultant.
Enabling Environments: Ensure that your setting is a welcoming place for parents so that they feel positive about getting involved (for further ideas see the website www.standards.dcsf.gov.uk/parentalinvolvement/). Inform parents about the features of a good language learning environment by letting them know what improvements you are making and why.
Learning and Development: Make sure that you communicate with parents about the topics or themes you are working on. Make a list of the relevant vocabulary, songs, rhymes and stories and share them with parents. Libraries can play a key role in supporting parents with storytelling and rhyme time sessions. Contact your local library to find out when the sessions are available and advertise these in your setting. Visit www.bookstart.org.uk to get more information about the free book offers available to children.
Step two: consulted and valuedTruly valuing the knowledge that parents have about their child’s communication and effectively consulting with parents will involve finding ways to record progress at home and in the setting that are accessible to all. This may be in the form of a diary or it may involve email contact for working parents or regular opportunities for one-to-one chats (with an interpreter if necessary). It may also include sharing photos or video clips between home and school and organising focus groups or opportunities for feedback in other ways.
A Unique Child: Allow parents to share their knowledge about how their child communicates by contributing to a ‘communication profile’. This can include staff observations as well as photos and contributions from parents, e.g. ‘words my child knows’, or ‘what helps my child to understand?’ This is especially important for children speaking English as an Additional Language or having difficulties communicating. Use the ECAT monitoring tool to summarise the information and to provide an overview of the child’s progress.
Positive Relationships: Find out what parents are already doing with their children at home to support communication and make a display or leaflet which celebrates these existing skills and allows parents to share good ideas with each other.
99The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
© Crown copyright 2008 00854-2008DOM-EN
Enabling Environments: Ask parents’ advice about new resources (toys, books, furniture) you purchase for your setting. This will help you to choose resources that are culturally appropriate and popular with parents and children, and will help parents to feel ownership of the setting.
Learning and Development: Ask parents to comment on the play and learning opportunities provided in your setting. What things do their children enjoy? Ask them for suggestions of what they would like to see more and of what they would like to see less.
Step three: engaged partnersParents who are fully engaged in their child’s communication development will be thoughtful observers of their child and will be confident to share these observations with the setting. They will engage regularly in conversations and interactions with their child that support their language development. They will also view themselves as active partners in their child’s learning and development and will contribute to creative and active learning at home and, where possible, in the setting.
A Unique Child: Involve parents in writing up records and planning for each child. Where possible, try to meet with parents often. Encourage an ‘open door’ policy among staff so that parents can request a meeting or drop in at any time.
Positive Relationships: Parents who are confident supporters of their child’s communication will be willing to reflect on their own skills, share skills and ideas with others and continue to learn more. Encourage parents to take part in training that is already available and also to organise and request training for themselves.
Enabling Environments: Enable parents to access resources that can enrich the home environment such as toy libraries or swap shops. Support parents to plan and organise trips to local places like the library or further afield.
Learning and Development: Utilise the skills and knowledge of parents within the setting by asking parents to come along and lead a singing time or other activity. Some parents will find it difficult to attend the setting during the day so also encourage an evening or weekend session. Provide resources and suggestions of books, songs, games and activities that supplement their child’s learning and development at home, e.g. following a simple recipe together.
By engaging parents as real partners in the development of their child’s language and communication, you will be well on the way to ensuring that you reach the destination of Every Child a Talker.
100 The National Strategies | Early Years Every Child a Talker: Guidance for Early Language Lead Practitioners
00854-2008DOM-EN © Crown copyright 2008
Resources For the Early Years Foundation Stage materials visit www.standards.dcsf.gov.uk/eyfs
Details of the Speech, Language and Communication Framework can be found at www.communicationhelppoint.org.uk
Communication, Language and Literacy Development: resources and information are available at www.standards.dcsf.gov.uk/clld
Research into Effective Provision of Pre-School Education can be found at www.surestart.gov.uk/research/keyresearch/eppe/
Communication Friendly Toolkit: Improving Speaking and Listening Skills in the Early Years Foundation Stage (ISBN 1 85990 428 9) is available as a DVD and workbook from the Basic Skills Agency (www.basic-skills.co.uk)
Visit www.bookstart.org.uk to get more information about the free book offers available to children.
The I CAN Talking Point website provides lots of useful information for parents and practitioners at www.talkingpoint.org.uk
Community Playthings provide guidance and information about room layout, furniture and design of the Early Years environment. (www.communityplaythings.com)
The Fatherhood Institute has developed some useful information and toolkits on how to engage fathers. (www.fatherhoodinstitute.org)
Talk to Your Baby (www.literacytrust.org.uk/talktoyourbaby) provides lots of interesting and useful ideas for parents.
www.nationalstrategiescpd.org.uk/course/view.php?id=111 provides case studies from local authorities who took part in the Parents as Partners in Early Learning project. These illustrate some successful ways in which settings have engaged parents in their children’s learning.
www.parentscentre.gov.uk is the official DCSF website for parents.
To support practitioners in developing parental engagement in children’s early learning, PEAL training materials and resources have been produced which cover relationships, communication and partnership. (www.peal.org.uk)
The Early Years Foundation Stage can be ordered from DCSF Publications, tel: 0845 60 222 60 and quote reference: 00012-2007PCK-EN.
Copies of Letters and Sounds Phase One can be ordered from DCSF Publications, tel: 0845 60 222 60. Ref: 0013_2008 PCK-EN.
Comprehensive guidance on working with children learning English as an Additional Language can be found in Supporting children learning English as an Additional Language: Guidance for practitioners in the EYFS. from DCSF Publications, tel: 0845 60 222 60. Ref: 00683_2007BKT-EN.
Copies of the Inclusion Development Programme: Supporting children with speech, language and communication needs: Guidance for practitioners in the EYFS can be ordered from DCSF Publications, tel: 0845 60 222 60. Ref: 00215-2008BKT-EN.
This publication is printedon 80% recycled paper
When you have finished withthis publication please recycle it
80%
Audience: Early Language Lead Practitioners Date of issue: 11-2008 Ref: 00854-2008DOM-EN
Copies of this publication may be available from: www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: dcsf@prolog.uk.com
© Crown copyright 2008 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
For any other use please contact licensing@opsi.gov.uk www.opsi.gov.uk/click-use/index.htm
top related