In this post, we'll share our top advice for nurturing and supporting strong communication language. It's a common discussion point for educators, with Speech and Language therapy an increasing need across mainstream settings. In fact, funding for Speech and Language therapy was debated at Westminster Hall, just this week!

A strong foundation

Communication and Language development lays the foundation for all other areas of learning across the Early Years Foundation Stage (EYFS). Competency in this area is seen as crucial to success in a child’s education, impacting on future life chances. Being able to talk and listen enables a communicate their feelings and interests, engage in play with others, express their preferences, sing and read books.

In the early days, communication and language develops through the interactions a baby has with their main care givers. Children develop quickly, turning to sounds, focusing in on faces and watching mouth movements and using vocalisations to get their needs met. As practitioners, it is important to appreciate that these early days may look different for some. Children entering settings will do so with varied attachments, life experiences and home environments. Let's explore more!

What is the role of the educator in nurturing language development?

All children develop at different rates – this is why we celebrate the ‘unique child’. Just as some children walk before others or sleep through the night, some will talk before others. Some walk before others, some sleep through the night, others are early talkers. It is therefore important to acknowledge that not all children will have had the experience of a language rich home environment. Additionally, some children might experience physical challenges with talking.

There are many ways children can be supported in settings to develop their communication and language skills. Here are some ideas:

Books and stories

Practitioners have an important role in bringing books to life, making story time a fun, interactive and special time of day. However, it’s also about understanding the role of books throughout play experiences – we can read stories in different areas of the provision, making books available in the construction area, role play, outdoors and forest school. Books are not just for the book corner!

When we bring books to life, we are helping children to listen and focus, understand words have meanings, build their vocabulary, become imaginative, develop a bank of phrases and exposing children to lots of different words. Practitioners can further support this by talking about the illustrations, characters and ending of the book. We can introduce new, exciting worlds!

As well as reading books, we can spend time making up stories. You can do this with props such as puppets, story spoons, story discs, story sacks or soft toys. Encourage the children to join in, adding their own ideas which an adult can scribe.

Songs and rhymes

Singing can help children to develop an understanding of different sounds. Children can retain words to memory, ready to recall at another time. They learn new words and phrases, explore rhythm, pitch and tone and develop their listening skills. Many songs include rhyme and alliteration, developing children’s phonological awareness in Early Years. Singing is a really playful way of learning and developing communication and language skills.

Adding a narrative

This means talking along as children play. However, it’s important to be able to pitch your narrative at the appropriate level. Firstly, this means knowing the children well, understanding their level of development so your interactions are appropriate. It also requires practitioners to resist jumping straight into play with preconceived ideas on what we are hoping to gain. Instead, by observing the children’s play first, we can get a feel for how the child is playing, we notice their interactions with others and how they are using the resources. Some children might invite us into the play, whereas for others we could start by playing alongside. From this, we can give a commentary on what they are doing and how, such as “you’re pushing the train very fast. It’s going up the hill and back down. Wheeeee.” It’s good to remember that we are not taking over the play as this can inhibit the play and interactions, impacting on language development.

Listening

Show the child that you are interested in what they are saying. We want to develop those serve and return conversation skills so practitioners should be giving good eye contact, getting down to the child’s level, giving them time to say what they want to without interrupting and offering an appropriate response. Remember when responding that open questions are better than closed!

Getting outdoors

Make time to get out and about, away from the setting. It’s valuable for children to have a change of environment as this can spark conversations and interests. Practitioners can talk about what they see, encouraging children to use their senses to promote talk. Taking photos is a good way to record the experience, ready to look back at when you return to the setting. Children can recall their experiences, where they went and what they saw to extend the talk further.

The environment

This plays an important role in promoting communication and language development so should be well thought out. Children should see themselves represented in the provision.

The environment can give children to opportunity to talk but there are some things to consider. Think about the background noise levels – too noisy and it can be overwhelming, and not conducive to a talk rich environment. If it’s too noisy, children find it difficult to tune out from the distractions which means it’s a challenge to focus. Consider having quiet areas where children can retreat to – cosy nooks and dens which are designated quiet spaces where talking and listening can happen.

Regularly assess your environment with fresh eyes. Is it stimulating? Will children be inspired to play? These are important factors as it is through this play that children have rich opportunities to talk. Consider:
• Role play
• Tell stories
• Engage in small world play
• Explore sensory play
• Be imaginative
• Interact socially
• Be creative

Final thoughts

Most importantly of all, encouraging talk is about knowing the children well, identifying needs early and taking the appropriate action. It’s up to us to be good role models, engaging appropriately with those around us, listening and respecting the voice of others.