How can the learning environment and the resources in it promote effective communication? Nicole Weinstein goes back to basics

Achild's early ability to communicate is consistently linked to their later outcomes. Babies use gestures before they can speak, and this, along with the ability to engage in joint attention with others, are good predictors of later language ability. As Tracy Jackson OBE, head of early years at the National Literacy Trust, says, language development in the early years is best supported through back-and-forth conversations with parents and caregivers that are ‘attuned’ to the child's needs and interests. ‘Sensitively responding to their attempts to communicate, acting as positive role models and maximising talk during everyday routines supports children's social, emotional and language development,’ she explains.

She adds, ‘The type of language and the volume, diversity and complexity of words that parents use when engaging with their children is one of the strongest predictors of children's early language and learning capability.’

Andy Burt, curriculum consultant for Early Excellence, says effective interactions are based on ‘strong, warm learning relationships’ developed over time. But he adds, ‘We put a lot pressure on our adults to have the best interactions they can possibly have with children, but without well-planned materials and resources, adults will find that difficult.

‘In order for effective interactions to flow, materials and resources need to be carefully planned for, carefully selected and well organised. Adults need to have a clear idea of the learning possibilities of these resources and how the links and connections can be made when using the materials.’ Resources should match the child's interests, he adds.

An ideal environment would be language-rich, and with ample opportunities for storytelling, singing, rhymes and activities that promote listening skills. Small-world play, role play, costumes, puppets and plenty of open-ended resources linked to children's interests, outdoors and indoors, are all important. It is also vital that practitioners join in and model new forms of play.

The learning environment can also affect children's ability to be attentive and concentrate: soft, neutral colours, a variety of textures and clutter-free rooms with different zones have a calming effect. Objects, pictures or visual cues, such as a card showing a coat to indicate going outside, will support children who are non-verbal or have English as an Additional Language, and create a more inclusive environment.

QUALITY TIME

It can be difficult to cultivate high-quality interactions in busy free-flow play environments, which is why it is important to plan time for quality interactions through small group storytelling sessions (research findings suggest that prioritising time for talk in small groups can be especially important) and spontaneous free play where attentive adults are on hand to listen, ask open-ended questions, comment, wonder aloud, repeat back and extend children's learning and vocabulary when appropriate.

For example, when playing with small-world play animals, soft toys or role-playing tea parties, naming the objects and talking about what you are doing will build on a child's vocabulary and help with their understanding.

Daily routines, such as snack time or getting ready to go outside, provide ideal contexts for modelling language in predictable ways. Talking about what you are doing helps babies learn language in context and helps them with their attention. Penny Tassoni advises settings to think carefully about snack times. ‘If you have rolling snacks that are self-service, it can take place without anyone ever needing to talk or initiate conversation,’ she says.

LISTENING SKILLS

Listening and understanding go hand in hand with communication, so it is important to develop these skills by reading to children frequently and actively engaging them in stories, non-fiction, rhymes and poems.

Wait-and-see activities such as peek-a-boo are useful for focusing babies’ attention. For active toddlers, support their early language with simple instructions, gestures and prompts. For example, use their name to focus their attention and say, ‘Freya, put your coat on.’

Silly songs involving actions, movement and laughter are another great way to develop listening skills in a fun way. Sound bags created with items such as crinkly paper, noise-making toys and musical instruments are also useful for children in small group listening activities, as they each take a turn to explore what is in the bag and learn to take turns.

Blowing bubbles together is another fun activity, great for pre-verbal children (see the new EYFS poster for how to set up this activity and more).

RESOURCES TO PROMOTE QUALITY INTERACTIONS

Education suppliers tell Nursery World what resources early years settings can use to promote high-quality interactions between practitioners and infants:

Yellow Door has created a range of language-rich resources to accompany the EYFS. Try the Tune into… range, which includes Tune into Environmental Sounds, £15, involving listening games and sound cards. Helping Young Children to Listen, £12.50, is a book with activities dedicated to active listening, concentration and turn-taking. It comes with Lola the Leopard soft toy, £10. Ros Bayley's legacy lives on in the Beat Baby Handbook, £20, which nurtures listening skills, encourages singing and a steady beat. To buy the whole listening kit, the Let's Boost… Active Listening Kit is £100.

Cosy's The Posting Drum, £46.88, is good for extending vocabulary around size and volume; the Giant Outdoor Multicultural Peg People, £44.90, great for outdoor use, were developed for discussion around differences and similarities; the Sit At Mirror Divider, £139, helps babies explore cause and effect and use their voice in their play; and the hand-painted Nursery Rhyme Spoons, £29.99, are great for bringing stories to life.

TTS's The A4 Talking Recordable Photo Album, £39.99, can be personalised and includes recordable buttons; try The Wooden Small World Diversity Multicultural Family, £49.99, or Alice Sharpe's Eco Build-a-World, £159.99; the Recordable Talking Panel, £37.99, is a great visual and auditory aid; try Griff the Wellbeing Dog Puppet and Book Collection, £99.99, and the Role Play Wooden Coffee and Biscuit Set, £64.99.

Explore sound and listening with Early Excellence's Set of Natural Musical Instruments, £115; probe light, colour and shape with the Interactive A2 Light Board, £150.

CASE STUDY: First Words Together at Frankley Plus Children's Centre

The National Literacy Trust's First Words Together is for families of one- to two-year-olds designed to build parental confidence, support a positive home learning environment and develop a supportive relationship between settings and families. Cherrelle Donaldson, a language through play worker for Barnardo's, runs the programme at Frankley Plus Children's Centre in Birmingham.

She says, ‘It's a five-week course run over five sessions that focuses on non-verbal and verbal communication. Makaton is used and it's great to see the children move on from catching their thank yous (a hand movement in Makaton) to beginning to form the words themselves or even understanding the actions. We see this happening when they start to form eye contact, which shows that their listening skills are developing.

‘We set up various stations where we model activities that the parents try with their children: there are scarves and fabric for peek-a-boo activities; ribbons for movement and rhyme sessions; playdough to pinch, roll and pat into cakes, introducing new words as we play; there's jelly with grapes hidden inside to promote discovery and wonder, and there's bubble blowing, a great activity for non-verbal children.

‘After snack time, we introduce a song bag or a treasure box. Inside, there are pictures relating to well-known nursery rhymes. If a child takes out a picture of a chicken, for example, we sing Old MacDonald Had a Farm.

‘The talking tips that we share reflect the importance of back-and-forth dialogue in a fun way. Ideas like narrating what you’re doing using short sentences like “It's time for lunch now” or extending children's language by replying to “car” by saying “ Yes, a red car” and making sure that you leave a five-second pause between sentences.

‘We also have interactive storytelling sessions where children act out the story at the park or at our outdoor play areas and we role-play the story, making the children the main character.

‘At each session, the families get a free book to take home with them. This is to encourage a language-rich home environment, as well as encouraging imaginative play and encouraging families to visit their local library.’

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