A Unique Child: Practice in pictures - Talking to myself

Sumeya (age three) is playing with the dolls' house at nursery. Arabic is her first language. She is playing alone, moving the dolls around the house and enacting a story with them. She talks to herself in Arabic, describing what the dolls are doing.

1. Children's self-talk is very important, for a number of reasons.

Sumeya is experimenting with language that is familiar to her from her own experience. She talks about the dolls and builds a story around them. It is common for children of this age to use talk in this way, regardless of whether there is anyone listening or joining in.

Self-talk not only enables Sumeya to practise new words and phrases that she is acquiring, but also reinforces the link between words, action and previous experiences. It is an important tool in helping a young child develop higher-level thinking.

Research in America has shown that five-year-olds perform tasks better when they are allowed to talk to themselves about what they are doing or are encouraged to do so. It is staggering to think that there might still be learning environments in which young children are asked to perform tasks in total silence, but the research is useful in that it highlights how talking aloud helps the thinking process.

2. Sumeya is talking in her family language while she plays with the toys.

Being comfortable with two or more languages is normal for most people in the world and Sumeya is becoming bilingual.

As well as being an important factor in the development of any additional languages, maintaining the home language is vitally important in supporting the identity and emotional well-being of a bilingual child.

We need to have accurate information about the language backgrounds of our children and name accurately those languages that are unfamiliar to us. Involving parents and other family members is often the best way for us to build up our own knowledge about a family's language and culture.

We also need to reassure parents that maintaining the first language builds a strong foundation for learning English and they should continue to use home languages with their children. We can remind them that research has found that bilingual children achieve better when their first language is acknowledged, supported and developed alongside English, rather than concentrating on developing English alone.

3. Assessing Sumeya's development in her first language is just as essential as knowing how well she is learning to use English.

It is also important that any assessment of Sumeya's cognitive development is not based purely on her ability in English. This is difficult if there is no-one in the setting who speaks her first language and is another reason to involve family members who are bilingual.

- Ask their opinion of their child's development in their first language.

- Think about using a video camera or a voice recorder in the setting to record their child at play and ask them to help you make assessments by translating and interpreting the language the child uses.

- Ask them to teach you a few important words in the child's language, and make the most of the opportunity to broaden your own language skill. Make sure you pronounce the child's name correctly and the words they use for mummy, daddy and other family members.

4. As well as showing respect for her first language, adults need to give thoughtful, sensitive attention to Sumeya's growing use and understanding of English.

She may not be using much English yet, but she is clearly playing, talking and thinking like a three-year-old. So, it is important that adults converse in English in ways that connect with her interests and motivations.

Here, we can make the most of our knowledge of whole-body communication, expression and gesture to make ourselves understood. The important thing is to keep talking and use our professional skills to interpret and match our language to the child's thinking and development stage, which means paying attention to what we say and how we say it.

5. When working with young bilingual children, think about the many ways you use 'talk' and how you develop a child's language skills. For example:

- spontaneous, conversational language during care routines and mealtimes

- natural repetition and patterned language in stories, games and routine times of the day

- eye contact, body language, facial expression, gesture and mime, to help understanding

- clear expression and pronunciation, varied pitch and tone to help develop an understanding of the sound patterns of English

- parallel talk - commenting on what the child is doing while you play together

- repeating and acknowledging what a child has said. This supports the child's choice of words and encourages them to keep talking because you show interest

- modelling and teaching new structures or words in a meaningful context, spontaneously or as part of a game

- extending and using what the child has said, in a natural way

- restating what a child has said in a corrected form, but without drawing attention to the mistake. It is important to model standard language in a positive, non-punitive way that doesn't humiliate or prevent the child from wanting to take risks with English

- rephrasing and demonstrating alternative ways of sharing the same ideas or messages

- showing patience and waiting expectantly for an answer, rather than jumping in

- asking open-ended questions to stimulate more language use, affirm children's ideas and encourage creative thinking

- encouraging the child to teach you new words and phrases, providing them with validation for themselves and their language

- using strategies to help you approach and engage with children's play, so that your interaction is appropriate and the talk is meaningful. Some of these are: OWL: Observe, Wait, Listen, and SOUL: Silence, Observation, Understanding, Listening.

Don't forget to make the most of opportunities for your own self-talk. As well as being a powerful way to model language in context, it also shows children it is a valid thing for them to do.

Further information

The stills are taken from 'Firm Foundations for Early Literacy' by Siren Films. For more information, visit Siren Films at www.sirenfilms.co.uk or call 0191 232 7900

References and further reading

lWinsler, Adam; Manfra, Louis; Diaz, Rafael M, 'Should I let them talk?', Early Childhood Research Quarterly, v22 n2 p215-231 2007 (pay to view the whole article. Visit: www.sciencedirect.com)

- National Association for Language Development in the Curriculum, www.naldic.org.uk

- 'Supporting children learning English as an additional language - guidance for practitioners in the EYFS', http://nationalstrategies.standards.dcsf.gov.uk

- Whitehead, M, Developing Language and Literacy with Young Children. Paul Chapman

- 'All about ... Bilingualism', Nursery World, 7 May 2009)

- Film notes to 'Firm Foundations for Early Literacy' by Jennie Lindon

LINKS TO THE EYFS GUIDANCE

- UC 1.2 Inclusive Practice

- PR 2.2 Parents as Partners

- L&D 4.4 Communication, Language and Learning.