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”