Few could have been left in doubt when the revised EYFS statutory framework was published that Communication and Language had been given heightened focus. Exploring the rationale behind this and the subsequent impact on the programme summaries and early goals is important.
However, it remains essential that while doing so we are mindful of the core principle of interconnectedness between the strands of the EYFS, continue to draw on our growing knowledge and understanding of how young children learn, and reflect on how best we can support each child on their unique learning journey.
EXPLORING THE EVIDENCE
During the past decade we have seen increasing evidence relating to language development. The report by Snowling et al(2011) powerfully demonstrated the link between language and communication and later attainment; indicating that language skills are among the best predictors of educational success.
Drawing on this and more recent research highlighted in Getting it right in the Early Years Foundation Stage(Pascal et al 2019) and The Hundred Review (Pascal et al 2017), commissioned by Early Excellence in response to Ofsted’s Bold Beginnings thought piece, ‘…the evidence indicates that communication and language development is a key area of learning from birth and there is a case for a strong focus on this area of learning throughout the Foundation years and even beyond’ (Pascal et al 2018).
The revised Development Matters further highlights the relationship between language development and self-regulation, which has been given greater emphasis in the revised EYFS. It states, ‘Language development is central to self-regulation: children use language to guide their actions and plans’ (DfE 2020).
This relationship is also emphasised in the Birth to 5 Matters document and expanded upon in multiple examples of research, including Vallotton et al(2011) and Whitbread and Bingham (2014).
Key to self-regulation is the support that children gain from adults when it comes to language development, both at home and in the setting. Core to the impact of this is the expertise and quality of input (Law et al2017).
We also see this message reinforced throughout the revised framework and supporting non-statutory guidance documentation, such as the revised Development Matters and Birth to 5 Matters. It is the skilful adult who is key in supporting this, and therefore it is incumbent upon each of us to ensure that our knowledge of how best to support the children we work with is as rich, embedded and consistent as possible. This is particularly pertinent when we look at ways to effectively and meaningfully support children for whom English is not their home language, and those with complex needs.
To help with this, let us explore some key elements of the revised statutory framework and examine them in more detail. To begin with, let us consider the concept of a ‘conversation’.
CONSIDERING CONVERSATIONS
Despite the opportunities that technology has afforded us, during the past year many of us have shared just how much we have missed the opportunity for face-to-face communication. When we reflect on our day-to-day exchanges with those around us, sometimes it is difficult to unpick just how complex each step in a conversation is, and to therefore be in admiration of how so many young children master this so successfully.
We need to consider the crucial role of the ‘serve and return’ exchanges between an infant and adult, where communication connections are first being formed and relationships being built. Recognise the connected set of skills, knowledge and understanding that children draw on throughout an exchange – from looking at the person talking with us, interpreting what they are saying, thinking of our own response and checking we have been understood. By examining the processes involved we can see how each part of that chain is crucial to enable understanding, while at the same time recognising how fragile some links may be and exploring how we can strengthen them.
The increased emphasis on conversation skills, both in the programme summary and Early Learning Goals for Communication and Language, appears to be acting as a guide; helping us to consistently ensure we are modelling and nurturing. Conversations help us to discover more about each unique child’s fascinations, interests and expertise with language, and identify future needs. So, we need to check that our understanding of how best to do this is secure.
The increased focus also reflects research findings. For example, ‘Putting words together may be a better predictor of later abilities than the number of words that a child uses’ (Law et al 2017).
The need for us to address this aspect of language development was further emphasised by the Education Endowment Foundation (2018) in its review of effective approaches to teaching communication, language and literacy. Similar studies comment on the importance of training and professional development and supporting early years practitioners with the implementation of different approaches, also suggesting the possibility that it is unlikely that one approach alone will secure progress. We also need to be mindful of where conversations are taking place.
A child’s perspective
- Are you engaging with me where I like to play – in the outdoor environment as much as indoors?
- Are there areas of our classrooms or times of day when talk becomes dominated by instruction and opportunities for conversation are lost?
- If I find conversation challenging, are you offering me the opportunity to converse about a passion of mine, so I feel liberated?
- It is also at this point perhaps, when reflecting on developing conversations, we should remind ourselves of the powerful potential that sustained shared thinking offers us: mirrored in other early childhood research, including Vygotsky, we can see the critical role adult interactions play. With the adult truly tuned into what the child is saying, both parties valuing what each other is saying and doing; moving through a learning journey together as if in a complex dance – each taking the lead as appropriate.
VOCABULARY BUILT ON EXPERIENCE
The other strong thread running through the revised framework is vocabulary. Within each aspect of Learning and Development, significant mention is made in both the educational programmes and the Early Learning Goals.
This appears to tie in with the evidence relating to children’s overall development and language skills. But we need to be extremely mindful of the risk that we could follow a path of ‘tick lists’ of words as a strategy for gathering evidence. Knowing more words does not mean understanding more words.
We know it is essential that we create an environment that enables children to explore using all their senses, to hear and use the vocabulary in context and to gain an understanding of the words before we can be confident that the concept is deeply embedded.
Although there is still relatively limited evidence about how best to improve vocabulary, the existing evidence suggests that the following should be considered:
‘Providing children with a rich language environment (implicit approaches) as well as directly extending children’s vocabulary (explicit approaches); Carefully selecting high-frequency words for explicit teaching; Developing the number of words children know (breadth) and their understanding of relationships between words and the contexts in which words can be used (depth); and Providing multiple opportunities to hear and use new vocabulary. Teaching content should include extensive support for vocabulary development, especially for less advantaged children and children with EAL’ (Pascal and Bertram 2019).
It may be helpful to think about this in relation to our provision, practice and what our children may need.
A child’s perspective
- Do you understand: the need for me to practise words that help me negotiate, build friendships and work collaboratively;
- how I need words that help me share my ideas and show my understanding;
- how I can use words relating to experiences, interests, and the learning environment?
- Sensitively and meaningfully supporting children with developing their own ‘dictionary’ of language, equipping them with these linguistic tools, has always been a key part of effective practice – at each step, reflecting on the core principle of the Unique Child, thinking about what vocabulary they might like to use, what they may need help with, and using guidance materials to help us select the most developmentally appropriate way to support them.
A SHARED UNDERSTANDING
A significant concern is the move of ‘Comprehension’ or ‘Understanding’ away from Communication and Language and into the Literacy educational programme and Early Learning Goals.
But we need to remain aware that without ‘understanding’, the words that we speak and hear, and the conversations we share, risk being meaningless. Communication at its heart is about understanding – from the first gestures we make to the moments when we share our innermost feelings. It is the shared understanding that makes the communication successful.
Our own understanding of how children learn also needs to continue to evolve, reflection being at the heart of effective practice. However, as we are presented with increasing examples of what we ‘should do’, we must examine the evidence through a critical ‘early childhood’ lens.
Our classrooms, both indoors and out, are often filled with enthusiastic, joyous and passionate talk between children and adults. As poignantly reminded by Julie Fisher (2013), ‘The language development of children is a staggering phenomenon.’
A child’s perspective
- Am I made to feel truly part of what is happening, alongside being involved in social activities?
- How am I part of inspiring, rich and supportive conversations?
- Who is really listening to me?
- Phil Armstrong is Head of Regional Development, South & International for Early Excellence
ABOUT THIS SERIES
This series on the seven areas of learning aims to help you prepare for the introduction of the revised EYFS in September this year by:
- comparing the 2017 and 2021 educational programmes and Early Learning Goals
- highlighting the significant changes, and
- exploring key aspects of practice.
REFERENCES AND FURTHER INFORMATION
- Fisher J (2013) Starting from the Child. McGraw-Hill/Open University Press
- Law J et al (2017) Early Language Development: Needs, provision, and intervention for preschool children from socioeconomically disadvantage backgrounds. Education Endowment Foundation
- Pascal C, Bertram T and Cole-Albäck A (2017) The Hundred Review: What Research Tells Us About Effective Pedagogic Practice & Children’s Outcomes In The Reception Year. Early Excellence
- Pascal C, Bertram T and Peckham K (2018) DfE Review of Evidence on EYFS Early Learning Goals, Teaching Content and Pedagogy in Reception Year. Department for Education
- Pascal C, Bertram T (2019) Getting it right in the Early Years Foundation Stage: a review of the evidence. Early Education
- Snowling MJ et al(2011) Better communication research programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure of children’s current and future educational attainments?. DfE
- Sylva K et al(2004) The Effective Provision of Pre-School Education [EPPE] Project. Institute of Education
- Vallotton CD and Ayoub C (2011) ‘Use your words: The role of language in the development of toddlers’ self-regulation’, Early Childhood Research Quarterly, 26(2), 169-181
- Whitebread D et al (2007) ‘Development of metacognition and self-regulated learning in young children: The role of collaborative and peer-assisted learning’, Journal of Cognitive Education and Psychology, 6, 433-55
- Whitebread D and Bingham S (2014) ‘School readiness: starting age, cohorts and transitions in the early years’ in Moyles J, Georgeson J and Payler J (eds.) Early Years Foundations: Critical Issues. 2nd edition. Open University Press
- Development Matters: Non-statutory curriculum guidance for the early years foundation stage, https://bit.ly/3sdaT2w
- Birth to 5 Matters(2021), written by a coalition of early years organisations, is available at www.birthto5matters.org.uk
C&L before and after: the changes in close-up
EDUCATIONAL PROGRAMMES
EYFS 2017
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a rangeof situations.
EYFS 2020 – early adopter version
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
The changes in close-up
Positives
- The much broader scope of the 2020 version includes the specific areas of focus to help guide practice. Arguably this also helps draw our attention to how significant this aspect of learning and development is.
- The role of ‘conversation skills’ is clearly highlighted as a key aspect of early C&L development, mirroring a range of research evidence and our growing understanding.
- There is increased recognition of the need to support children with their vocabulary development.
- The critical role of the adult in supporting C&L through effective interactions has greater emphasis.
Negatives
- Stating that ‘The development of children’s spoken language underpins all seven areas of learning and development’ seems to conflict with the concept that the EYFS is strong because of the interconnectedness of the prime areas.
- The particularly strong emphasis throughout the proposed changes to the Educational Programme on learning new vocabulary through books and being read to conflicts with an understanding of how young children learn, i.e. through ‘being and doing’, first-hand experiences.
- There is a sense that the programme is more applicable to older children, with little reference to how very young children learn to communicate.
EARLY LEARNING GOALS: EYFS 2017
Listening and attention:
- Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
- They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding:
- Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking:
- Children express themselves effectively, showing awareness of listeners’ needs.
- They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
EYFS 2020 – early adopter version
ELG: Listening, Attention and Understanding
Children at the expected level of development will:
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
- Make comments about what they have heard and ask questions to clarify their understanding.
- Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
ELG: Speaking
- Children at the expected level of development will:
- Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
The changes in close-up
Positives
- The focus on developing conversational skills is again highlighted.
- The ELGs now highlight the role for effective adult support and modelling as a component of children reaching the expected level of development.
Negatives
- To hold a conversation requires both speaking and listening – something identified as a concern in the pilot when it came to use of the proposed ELGs for assessment. Separating these two components out appears to conflict with this.
- The emphasis on ‘recently introduced vocabulary’ in the Speaking ELG, over the need for children to use the appropriate vocabulary, is a concern. This is not to say that children shouldn’t be introduced to new words in meaningful ways so they can be embedded, but there is a risk that this could be reduced to a tick list of new words that are used, assessed and quickly lost.
- Arguably it is not appropriate to make the use of full sentences a criterion for oral language. In our daily conversations, we rarely use full sentences. Yet we are able to communicate effectively, share ideas and demonstrate understanding.