Special Focus: In other words – How early years settings are supporting children's language development

What are the best ways to embed communi-cation and language learning opportunities throughout all areas of provision, to ensure children are accessing the full potential of their learning possibilities through play?

PEDAGOGY AND ENVIRONMENT

At Bessborough Nursery and Pre-School (London Early Years Foundation), Dhanvanti Deshmukh explains how a play-based approach to speech and language development shapes practice and the environment.

‘More is now understood about how communication and language underpins child development as a whole, with many separate theories coming together,’ she says. ‘The more a child hears and understands, the more they will improve in all areas of learning.

‘When working with children, we recognise it’s important to tune into non-verbal communication as well as verbal. Where English is a second language, we find out which language children are most comfortable with, looking at the cultural aspects of a child’s home life and introducing these into the language we use with them.

‘At LEYF, our practitioners all undergo an induction programme with a strong focus on language and communication. We show that by putting ourselves in the place of the child, we are better placed to pick up on their interests, likes and dislikes, which we can use to build connections through language.

‘We also encourage the use of creative language when interacting with children, using expansive vocabulary; for example, using “gigantic” in place of “big” to describe a giant, which enhances play experiences. It’s not just about knowing the words, though, it’s the context we use them in too, so it’s important to introduce a wide-ranging vocabulary, including funny words and nonsense words to show how words form language. We want our teachers to be skilled storytellers, to create enthusiasm – this is a skill to be learnt.

‘Something we use a lot is the Talking Stick. Whoever is given the stick has the right to talk without being interrupted and comes with the clear expectation that everyone else listens. We also have our Helicopter Sessions, as pioneered by Vivian Gussin Paley, and based on the principle that children are natural storytellers. For these sessions, a practitioner will sit with a child, listening to their story, writing it down word for word – we use a very sparkly book and a special pen for this to make it more of an event. The teacher will then use masking tape to mark out a little stage, which children use to act out the story, bringing the child’s words to life.

‘We also work alongside speech and language therapists, use Makaton with our babies, and where we have children with English as an additional language, we sometimes ask parents to add words from their home language to books using Post-it notes. We are also using recording and playback equipment in our baby room to help reassure our babies – we ask parents of babies with English as an additional language to record little messages in their home language. Hearing the recognised accent is reassuring and helps communication skills as it’s more relevant to the child.’

She adds, ‘Ultimately, though, the most important resource for language and communication development will always be a fully engaged adult, willing to commit to a book on a child’s level, to tell a really good story.’

IMAGINARY PLAY

Special educational needs specialist Danielle Dodds, who works across a variety of settings in East London, prioritises imaginary play.

She says, ‘All early years language and communication development is created through play and the imagination. Children love to learn new words, and take in far more than might be apparent at the time. You’ll often hear a child using a word you spoke about in the home corner, or during a game of “escaping monkeys” – one of the children’s favourite games, where I must catch all the “monkeys” and put them back in their bedroom! The monkey game is a great example of how early years children pick up language through imaginative play. Children use words like “escaping” and “captured”.

‘Encouraging language and communication is not just about introducing new words; a lot of development takes place when a child is lost in their own world, especially when totally engrossed in an activity such as in the mud kitchen or during water play.

‘You can hear children asking themselves a question and then answering it with the solution as they work it all out in their own head – if you don’t have the words, you can’t solve the problem.

‘Small-parts play is another great activity for introducing new words, with lots of opportunities for bringing in the words for colours, numbers and sizes. Children generally love little sorting games and tasks, such as “shall we put all the little red beads in this box and the big red beads in this basket?”

‘These games can be really useful to use with children who have English as a second language, as they may well be behind their peers when it comes to these basic terms that others have already picked up on.

‘Children love using technology of any kind and enjoy hearing their voice being played back to them. We sometimes play games of recording children reciting well-known nursery rhymes, then recording them being whispered really quietly, or saying our names, then repeating them in a squeaky voice like a mouse, then in a scary giant’s voice, etc. It’s important for children to hear their own voice, to view themselves as communicators.

‘AAC devices can also be really useful, especially for children with delayed speech; I have used them to help children with communication delay interact with storytelling activities. I have also seen recording devices used during a school play, where a child’s family had recorded a non-verbal child’s lines for them. The child pressed their button when it was time for their lines and became part of the play on stage with their friends.’

BOOKS AND MUSIC

Renowned education consultant, author and trainer Penny Tassoni believes it is crucial to follow the child’s lead when reading together.

‘Although story sacks and little props are good for engaging children’s initial interest, be careful you don’t let them take the focus away from the enjoyment of being in the company of adults,’ she says.

‘I find the best books are those the reader knows well, maybe from their own childhood, so titles such as The Hungry Caterpillar, We’re Going on a Bear Hunt, and The Gruffalo. Books adults can easily bring to life as they are familiar with them. Although, of course, it’s still important to introduce new books to widen the repertoire and introduce a whole new set of vocabulary, ideas and characters.

‘The skill involved in reading to children is to fully engage, to really focus on the illustrations and pick up on the child’s interests. If a child wants the same book over and over again, or doesn’t want to finish a book, that’s fine. It’s all about connecting with the child and following their lead. Sometimes you find a child will just want to go to their favourite page – it’s all good.

‘When it comes to sharing books with children who have English as an additional language, you can source many good dual-language children’s books from local libraries. If English is yet to become additional, it’s a good idea to look for labelling books – minimal story but lots of look and finds, so you can point out words and objects.

‘The ideal is to read the book at nursery in English, then give parents the book to read at home in their home language. The aim is to support both languages. I am part of a bilingual family; the challenge is finding ways to protect our children’s French while learning English. If you don’t keep a child’s home language alive, the child is soon reluctant to use it at all and it starts to die out. You find although the child can still understand it being spoken, they lose the ability to use it when being expressive, especially if their family has little contact with others from their birth country.’

Making visuals meaningful

Sophie Hutton, speech and language therapist, and CEO of Nest, underlines the importance of incorporating visual aids into the daily routine.

‘But you don’t want them to only come out when children with delayed language want to access something,’ she says. ‘Instead, we make communication boards, using simple images such as Widgit Symbols, ensuring every child can communicate their needs. We have communication boards in each area of every room, so children can always ask for what they want. For example, the board near the blocks includes a visual for each of the different shaped blocks available.

‘We also have a core list of phrases – which we also represent with symbols. These are, “I like it”, “I don’t like it”, “More”, “Finished” and “Help”. Those five phrases can help guide a child through their day.

‘For those children with specific needs, we use more targeted, personal communication boards. We also give families boards to use at home.’

Communicating through music

Co-founder of music programme and training company Boogie Mites, Sue Newman, says, ‘A huge number of messages need to fire around the brain to process the component parts of language. These are the same circuit of neural pathways that are developed through regular music and movement practice in early years.

‘Daily music and movement time is ideal for engaging young children in fun activities they will remember. With a rich and varied music provision, children will experience a wide range of music/language ingredients including pitch, dynamics, tempo, timbre and rhythm. This prepares their sound processing system for language learning and learning to read and write, as well as many other school-ready skills. Songs and rhymes also introduce children to vocabulary, the structure of sentences, syntax, rhyming words, alliteration, syllable and phoneme awareness – building strong language and communication skills and foundations for literacy.’

Recommended resources

tts

• Clever Tiles – record, sequence and play back sounds, words and sentences; £130.79
• Easi-Speak Bluetooth Microphone – can be connected to a tablet or Bluetooth speaker; £52.79
• Sing it Bag – a canvas bag containing illustrated wooden tiles, each depicting a well-known song or rhyme; £53.99

Liberator

• LittleMack communicator – record a message directly into LittleMack and press its large activation surface for up to two minutes of playback; £165.60

Big Deal Toys

• Talking Tubes – set of telephone talking tubes and interconnecting tubing. SKU: E16-5060138820883; £17.95

Educational Toys

• 8” Emotions Balls – set of six emotion balls: happy, angry, sad, amazed, excited, frightened. Recommended age 18 months+; £14.39

Early Years Resources

• Tickit Wooden Treasures Set– each shape comesin three shades of seven organic colours which symbolise the senses and emotional characteristics. 42 pieces – £22.79; 168 pieces – £92.39; 420 pieces – £285.59
• Plastic Toy Telephone – realistic push-button keypad; £23.99

Red Robin Books

• Story sacks and story packs – a wide variety of early years picturebooks with accompanying props and toys; £16.99-£55

Widgit online

• Create, print, share and translate symbol materials online. Dual language pack included in the standard plan; £14 per month or £140 per year – Basic plan

Polylino

• A multilingual digital picturebook service. Available as an app for use at nursery or home; £59 +VAT a month for up to 100 children (free trial available)

Boogie Mites

• Provider of training, ‘off-the shelf’ music packs and in-setting workshops, aimed at supporting development and wellbeing with creative music.