As we know, language is important when it comes to connecting with the world around us, interacting with other people or being able to share our inner thoughts and feelings. As stated in the EYFS: 鈥淭he development of children鈥檚 spoken language underpins all seven areas of learning and development. Children鈥檚 back-and-forth interactions from an early age form the foundations for language and cognitive development鈥 (EYFS, paragraph 1.6)
As early educators, we can reflect and ensure that all of our environments are enabling for all children to develop their language skills 鈥 and therefore all other areas of learning 鈥 and positively interact with them to support their development.
Let鈥檚 have a think about some of those environments now:
- The emotional environment 鈥 Do the children feel safe and secure to communicate? Do they know who to go to for help when they need it? Are the adults down at the children鈥檚 level and positively interacting with them?
- The physical indoor environment 鈥 Does our provision provide lots of opportunities for language? Do the children have opportunities to play and explore with a range of resources and use all of their senses? Do we have open-ended resources available for the children to be creative and imaginative?
- The outdoor environment 鈥 What can our children experience outdoors that they can鈥檛 indoors and how can this support their language? Do the children get chance to be at one with nature and investigate the texture of the mud or ask questions about where ladybirds live? Do children know what it feels like to experience different weathers and develop the many words that can link to those feelings?
By providing exciting and stimulating environments and activities, children will be able to explore using all of their senses and be exposed to a much wider vocabulary. Children are more likely to learn when they are engaging with something they are interested in. Take these opportunities to interact with them, use more comments and less questions and remember to follow their lead!
Role-modelling language
We can be role models for children when it comes to language. A child may say a single word such as 鈥渃ar鈥, add a new word to this, such as 鈥渞ed car鈥. This provides them with new information about what they are experiencing to use in the future. Sometimes children mispronounce words as they are learning to talk. A child may say 鈥渨abbit鈥 鈥 in response you could say 鈥淵es, it鈥檚 a rabbit.鈥 This way you are acknowledging their attempt to communicate and allowing them to hear how to say the word correctly.
Just think about all of the new words a child can experience in a book or a song that they may not come across in a conversation. Have a range of books readily available for children: textured books, information books, books with no words and let them come up with the story! Use books and songs throughout the whole day, within activities or just spontaneously, not just to fill time before lunch or at the end of the day.
Empowering children
When thinking about daily routines, use those times to provide opportunities for children to talk and interact. Perhaps at snack time, allow them to select what they would like to eat by providing a simple choice. Empower the children with confidence to express their wants and desires whether they communicate this by pointing or by using their words; they will feel listened to and feel good about themselves.
It鈥檚 important to remember that communication isn鈥檛 always verbal. Are we 鈥榟earing鈥 those non-verbal or pre verbal children and meeting their individual needs? You may want to incorporate the use of visual timetables to promote other means of communication. Remember to encourage and praise all attempts to communicate and interact and to use the child鈥檚 method of communication e.g. Makaton signing.