Give time and make spaces for children to initiate discussions from shared experiences and have conversations with peers and adults. Give thinking time for children to decide what they want to say and how they will say it. Encourage language play, e.g. through stories such as Goldilocks and the Three Bears and action songs thatContinue reading “CL S EE R6”
Area of Learning and Development Archives:
CL S EE R4 R5
Display pictures and photographs showing engaging, familiar or fantastical events, objects and activities and talk about them with the children. Provide activities which help children to learn to distinguish differences in sounds, word patterns and rhythms. Plan to encourage correct use of language by telling repetitive stories, and playing games which involve repetition of wordsContinue reading “CL S EE R4 R5”
CL S EE R3
Allow time to follow young children’s lead and have fun together while developing vocabulary, e.g. saying We’re jumping up, going down. Where appropriate make opportunities to talk through and comment on some activities to highlight specific vocabulary or language structures, e.g. You’ve caught the ball. I’ve caught the ball. Eva’s caught the ball. Provide storiesContinue reading “CL S EE R3”
CL S EE R2
Find out from parents the words that children use for things which are important to them, such as bankie for their comfort blanket, remembering to extend this question to home languages. Explain that strong foundations in a home language support the development of English. Tune into what different children enjoy and create environments where babblingContinue reading “CL S EE R2”
CL S EE R1
Learn and use key words in the home languages of babies in the setting. Value and learn from families about their communities, languages and cultures. Including influences from other contexts of the baby’s life supports wellbeing. Encourage parents to record familiar, comforting sounds, such as lullabies in home languages. Use these to help babies settleContinue reading “CL S EE R1”
CL S PR R6
Support children’s growing ability to express a wide range of feelings orally, and talk about their own experiences. Introduce and repeat new words in a range of contexts and encourage children to use them in their own talk Encourage conversation with others and demonstrate appropriate conventions: turn-taking, waiting until someone else has finished, listening toContinue reading “CL S PR R6”
CL S PR R4 R5
Wait and allow the child time to start the conversation. Follow the child’s lead to talk about what they are interested in. Give children thinking time. Wait for them to think about what they want to say and put their thoughts into words, without jumping in too soon to say something yourself. In conversations andContinue reading “CL S PR R4 R5”
CL S PR R3
Build vocabulary by giving choices, e.g. apple or satsuma? Model building sentences by repeating what the child says and adding another word, e.g. child says car, say mummy’s car or blue car. Give the child enough time to talk with silences to allow the child to respond or pauses to indicate turn talking. Show childrenContinue reading “CL S PR R3”
CL S PR R2
Try to “tune in” to the different messages young babies are attempting to convey, and respond. Look out for patterns of communications they use to invite you into encounters. This might include being playful or physical movements and utterances. Bringing you toys, or holding out objects to you may indicate that they want to “talk”.Continue reading “CL S PR R2”
CL S PR R1
Find out from parents how they like to communicate with their baby, noting especially the chosen language. Ensure parents understand the importance of talking with babies in their home language. Pay attention to babies’ communications including facial expression, gesture, etc., and respond promptly so they know they have been heard. Encourage babies’ sounds and babblingContinue reading “CL S PR R1”
CL S UC R6
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words Uses language to imagine and recreate roles and experiences in play situations Links statements and sticks to a main theme or intention Uses talk to organise, sequence and clarify thinking, ideas, feelings and events Introduces a storyline or narrative intoContinue reading “CL S UC R6”
CL S UC R5
Beginning to use more complex sentences to link thoughts (e.g. using and, because) Able to use language in recalling past experiences Can retell a simple past event in correct order (e.g. went down slide, hurt finger) Uses talk to explain what is happening and anticipate what might happen next Questions why things happen and givesContinue reading “CL S UC R5”
CL S UC R4
Uses language to share feelings, experiences and thoughts Holds a conversation, jumping from topic to topic Learns new words very rapidly and is able to use them in communicating Uses a variety of questions (e.g. what, where, who) Uses longer sentences (e.g. Mummy gonna work) Beginning to use word endings (e.g. going, cats)
CL S UC R3
Copies familiar expressions, e.g. Oh dear, All gone’ Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot) Beginning to put two words together (e.g. Want ball, More juice) Beginning to ask simple questions Beginning to talk about people and things that are not present Uses gestures, sometimes with limitedContinue reading “CL S UC R3”
CL S UC R2
Uses sounds in play, e.g. brrrm for toy car Uses single words Frequently imitates words and sounds Enjoys babbling and increasingly experiments with using sounds Uses words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye) Uses pointing with eye gaze, and then fingers or hands, to make requests and to shareContinue reading “CL S UC R2”
CL S UC R1
Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing Makes own sounds in response when talked to by familiar adults Lifts arms in anticipation of being picked up Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like baba, nono, gogo Points and looks toContinue reading “CL S UC R1”
CL U EE R5 R6
Set up shared experiences that children can reflect upon, e.g. visits, cooking, or stories that can be re-enacted. Help children to predict and order events coherently, by providing props and materials that encourage children to re-enact, using talk and action Find out from parents how children make themselves understood at home; confirm which their preferredContinue reading “CL U EE R5 R6”
CL U EE R4
Include things which excite young children’s curiosity, such as hats, bubbles, shells, story books, seeds and snails, which reflect their wider living and non-living communities. Provide activities, such as cooking, where talk is used to anticipate or initiate what children will be doing, e.g. We need some eggs. Let’s see if we can find someContinue reading “CL U EE R4”
CL U EE R3
Plan play activities and provide resources which encourage young children to engage in symbolic play, e.g. putting a “baby” to bed and talking to it appropriately. Plan real world shared experiences such as visits, everyday tasks, or preparing activities in the setting. Use pictures, books, real objects, and signs alongside your words.
CL U EE R1 R2
Let babies see and hear the sequence of actions you go through as you carry out familiar routines. Provide resources and spaces that stimulate babies’ interests such as a shiny bell, a book or a mirror on the floor or on your lap. Find out from parents how babies make themselves understood at home. ConfirmContinue reading “CL U EE R1 R2”
CL U PR R6
Ask children to think in advance and predict how they will accomplish a task. Talk through and sequence the stages together. Enjoy sharing stories with individual children and small groups. Engage in sustained shared thinking with them to extend their thinking and use of vocabulary. Use appropriate vocabulary during play with children to encourage themContinue reading “CL U PR R6”
CL U PR R5
Prompt children’s thinking and discussion through involvement in their play. Talk to children about what they have been doing and help them to reflect upon and explain events, e.g. You told me this model was going to be a tractor. What’s this lever for? When you need to give children directions be clear and helpContinue reading “CL U PR R5”
CL U PR R4
Be attentive and respond to children’s talk in an appropriate and positive way. Use talk to describe what children are doing by providing a running commentary, e.g. Oh, I can see what you are doing. You have to put the milk in the cup first. Provide opportunities for children to talk with other children andContinue reading “CL U PR R4”
CL U PR R3
Use gestures and facial expression to help show your meaning. Be aware that young children’s understanding is much greater than their ability to express their thoughts and ideas. For example, a child may be able to go and hang their coat up when asked but say only coat up to explain what they did. RecogniseContinue reading “CL U PR R3”
CL U PR R1 R2
Look at the baby and say their name. Make eye contact and wait for them to react. Interpret and give meaning to the things young babies show interest in, e.g. when babies point to an object tell them what it is. Use an animated, enthusiastic face when interacting with children. Observe children as they watchContinue reading “CL U PR R1 R2”
CL U UC R6
Understands a range of complex sentence structures including negatives, plurals and tense markers Beginning to understand humour, e.g. nonsense rhymes, jokes Able to follow a story without pictures or props Listens and responds to ideas expressed by others in conversation or discussion Understands questions such as who; why; when; where and how
CL U UC R5
Understands use of objects (e.g. Which one do we cut with?) Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture Responds to instructions with more elements, e.g. Give the big ball to me; collect up all the blocks and put them in the box BeginningContinue reading “CL U UC R5”
CL U UC R4
Identifies action words by following simple instructions, e.g. Show me jumping Beginning to understand more complex sentences, e.g. Put your toys away and then sit on the carpet Understands who, what, where in simple questions (e.g. Who’s that? Who can? What’s that? Where is?) Developing understanding of simple concepts (e.g. fast/slow, good/bad)
CL U UC R3
Understands different situations – able to follow routine events and activities using nonverbal cues Selects familiar objects by name and will go and find objects when asked, or identify objects from a group Understands simple sentences (e.g. Throw the ball)
CL U UC R2
Is developing the ability to follow others’ body language, including pointing and gesture Responds to simple questions when in a familiar context with a special person (e.g. Where’s Mummy?, Where’s your nose?) Understanding of single words in context is developing, e.g. cup, milk, daddy
CL U UC R1
Turns when hears own name Starts to understand contextual clues, e.g. familiar gestures, words and sounds
CL LA EE R5 R6
When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, e.g. mmmmummy, shshshshadow, K-K-K-KKaty. Plan activities listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices on tape. When singing orContinue reading “CL LA EE R5 R6”
CL LA EE R4
Use puppets and other props to encourage listening and responding when singing a familiar song or reading from a story book. Encourage children to learn one another’s names and to pronounce them correctly. Ensure all practitioners can pronounce the names of children, parents and other practitioners. Find out parents’ preferred names for themselves and theirContinue reading “CL LA EE R4”
CL LA EE R3
Collect resources that children can listen to and learn to distinguish between. These may include games that involve guessing which object makes a particular sound Encourage listening in its widest sense; this could include opportunities to listen to human noises, non-human noises, objects that make interesting noise, weather and other outdoor sounds. Provide opportunities toContinue reading “CL LA EE R3”
CL LA EE R1 R2
Share stories, songs and rhymes from all cultures and in babies’ home languages and other languages common in communities. Share favourite stories, songs, rhymes or music as babies are settling to sleep, or at other quiet times. Sing frequently with young babies, encouraging them to join in. Create an environment which invites responses from babiesContinue reading “CL LA EE R1 R2”
CL LA PR R5 R6
Engage in role play and imaginary play scenarios and model listening behaviours. Encourage children to listen to their friends and take turns in play and activities. Make mistakes when telling stories/singing songs so the children correct you. Cue children, particularly those with communication difficulties, to listen by first using their name, and signal a changeContinue reading “CL LA PR R5 R6”
CL LA PR R4
Model being a listener by listening to children and taking account of what they say in your responses to them. Have conversations with children as part of everyday activities Play alongside children and talk with them as part of playful encounters Model and encourage language for thinking by using phrase such as I wonder…, WhatContinue reading “CL LA PR R4”
CL LA PR R3
Use natural gestures and/or signing e.g. waving “bye-bye”. Let the child choose the activity and follow their interest . Use percussion instruments to take turns. Sing songs and encourage repetitive action rhymes. Play alongside the child and talk together. Encourage young children to explore and imitate sound. Talk about the different sounds they hear, suchContinue reading “CL LA PR R3”
CL LA PR R1 R2
Get physically close making sure the baby can see your face. Make sure the baby is looking at you and wants to interact. This will help the baby to observe faces and notice communications. Show that you are present and tuned in by using eye contact and touch to create shared moments of interaction. BeContinue reading “CL LA PR R1 R2”
CL LA UC R6
Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short span
CL LA UC R5
Listens to others in one-to-one or small groups, when conversation interests them Listens to familiar stories with increasing attention and recall Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Focusing attention – can still listen or do, but can change their own focus of attention Is able toContinue reading “CL LA UC R5”
CL LA UC R4
Listens with interest to the noises adults make when they read stories Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door Shows interest in play with sounds, songs and rhymes Single channelled attention; can shift to a different task if attention fullyContinue reading “CL LA UC R4”
CL LA UC R3
Listens to and enjoys rhythmic patterns in rhymes and stories, trying to join in with actions or vocalisations Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations Pays attention to own choice of activity, may move quickly from activity to activity
CL LA UC R2
Moves whole body to sounds they enjoy, such as music or a regular beat Concentrates intently on an object or activity of own choosing for short periods Pays attention to dominant stimulus – easily distracted by noises or other people talking. Enjoys laughing and being playful with others
CL LA UC R1
Turns toward a familiar sound then locates range of sounds with accuracy Listens to, distinguishes and responds to intonations and sounds of voices Reacts in interaction with others by smiling, looking and moving Quietens or alerts to the sound of speech Looks intently at a person talking, but stops responding if speaker turns away ListensContinue reading “CL LA UC R1”