Literacy news

It's time to talk

11 Aug 2005

Children can learn to talk in ways that are meaningful and appropriate, say Helen Shelbourne and Dominic Wyse in an article published in Nursery World in August 2005.

The skills and understanding necessary for anyone to be able to develop into an experienced language user begin from birth, and develop rapidly. Amazingly, by the age of five years, spoken language acquisition is largely complete. Children are able to draw on a vocabulary of several thousand words and control many of the major grammatical constructions of their language.

During this time, young children have to learn how to use words to communicate:

• Information
• Their thoughts
• Their feelings

An additional layer of language learning for children is developing an appreciation of how social context affects the language we use. For example, saying 'Give me that teddy!' demonstrates that a child may be able to communicate their wish but lacks an understanding of what is appropriate language. A child's developing language skills are, therefore, inextricably linked to their personal, social and emotional development.

In the early years setting, children must specifically:

• Develop their knowledge and understanding about how language works.
• Develop a range and variety of vocabulary to use.
• Develop awareness of their audience - to whom they are speaking. (There is some evidence to suggest that by the age of four, children have learned to adjust their speech according to different audiences).
• Think about the appropriate language to use according to the circumstances of the situation.
• Learn to speak with confidence.

To address successfully both the linguistic and social aspects of children's language learning, early years practitioners need to adopt a range of strategies, as follows.

Plan meaningful situations

In meaningful situations, children can practice their language skills and become aware of what is appropriate or suitable for a specific context. They can learn to take turns, negotiate, share resources, listen to and appreciate another person's point of view, and function in a small group situation. Such situations are abundant within an early years setting - for example, role-play areas, participating round a talk table, engaging in group interactions in the water and sand trays, sharing a computer programme with another child.

Model appropriate language

Curriculum Guidance for the Foundation Stage is clear on this point: 'Children will learn to understand and be aware of other points of view if practitioners demonstrate strategies such as listening, turn-taking and initiating and sustaining a conversation gently and respectfully. They will increase their knowledge and use of such conventions, such as for asking, initiating, refusing and greeting, if practitioners expect children to try and if they support children with reassuring reactions'.

Allow children to express their emotions

Children need to know that the setting is a place where all emotions can be expressed. It is the ability to talk through some of these emotions that is the challenge for both the individual child and the practitioner. Develop a strong, consistently implemented behaviour management strategy A consistent strategy gives children clear guidelines and expectations. Through conflicts, and conflict resolution, they can learn about respect and valuing others, and learn the language that is needed to express these sentiments.

Don't forget the importance of non-verbal communication

Studies comparing the influence of verbal and non-verbal cues in face-to-face interactions show that 55 per cent of meaning is expressed through visual clues, 38 per cent through tone of voice and only 7 per cent from actual words (Mehrabian 2000).

Build relationships of trust with every child

If a child feels safe and secure in their setting, they will thrive. As the Foundation Stage guidance states: 'Children learn to trust practitioners when they have consistent key adults to relate to and when they receive consistent responses and feel valued because adults engage in their play, support their interests and converse with them'. It is only through conversing with children purposefully and meaningfully that we can help their language expertise grow and develop.

(Written by Helen Shelbourne and Dominic Wyse, Nursery World, 11 August 2005)

Tags: Talk To Your Baby

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