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 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 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”