Play helps young children to gain a greater understanding of the world around them and motivates them to interact with others. They can then map language on to this new understanding and interaction.
By making children familiar with the structure of the nursery environment, they will be able to focus more on understanding and using language to accompany the various activities and routines.
A well-planned nursery environment enables children to become more aware of:
* routine
* boundaries (physical and personal)
* expectations
* time
* sequence of events.
Play and symbolic understanding
Before language develops, children need 'symbolic understanding'. Symbolic understanding of language is the knowledge that a word (a random sound produced out of the mouth) represents a real object, event, person or idea. A child who is developing symbolic understanding will also understand that a doll can represent a person and that a folded piece of paper can represent an aeroplane. So, by observing a child's imaginative play we can also observe their development of symbolic understanding (see table, right).
In the earlier stages, children will use real objects and large toy materials. Then in the later stages, they will be able to play with smaller doll's house toys. The rate at which a child progresses through these stages will depend on their own play experiences and opportunities. A child with limited play skills may need a peer or adult to play alongside him to demonstrate the possibilities of different toys and activities.
Early years settings can take various steps within the nursery environment to encourage language development.
Main group room
Children with poor attention skills can find it difficult to stay 'on task' in a room where a tempting variety of different activities and toys are set out, so:
* help children to choose an activity.
* encourage them to stick to their choice - at least for a while.
* think about their position - where they should sit to help them concentrate.
* plan specific activities at regular times to help a child to know what is expected of them and what will happen next.
Open plan rooms
Open plan rooms with several activities available at the same time can be noisy, creating problems for children with attention and listening difficulties, so:
* provide curtains and soft furnishings, as they help absorb noise.
* use furniture to sub-divide the room into smaller areas to help reduce noise and visual distractions.
* designate areas for specific activities. This will help children remain focused on one activity at a time.
* reduce the length of time the TV and radio are switched on.
Outside areas
Outside play activities help children to develop physical skills, gross motor co-ordination and independence. They also provide opportunities to:
* co-operate with others, to take turns, to share equipment.
* develop their own games and rituals.
To make the most of outdoor areas:
* plan structured physical activities that encourage listening, turn-taking, sharing and group awareness. Obstacle courses, for example, can be used to demonstrate the meaning of 'in', 'on', 'under', 'through'. Encouraging turn-taking on play equipment helps develop social skills.
* make specific staff members responsible for certain games to help children know who to ask when they need help. This can also provide staff members with opportunities to observe children more closely.
Quiet area
When a quiet area or room is available, it can be used for individual or small group work, and for observing skills. The area can also be thought of as a 'special place' where children can be helped to concentrate by having less noise and visual distractions. In this instance:
* keep display material to a minimum
* use carpets/cushions to absorb noise
* make the area look different from the rest of the nursery space.
Age in months: Play - Communication skills
9-11: Exploratory play - Early communication using gesture and babble.
12-17: Self-centred play, eg drinking from a toy cup - Child enjoys adult company, will show and point, and starts to share.
18-23: Relates two objects, eg pouring games - Relates two words and relates objects to people, eg give and take.
18-23: Simple pretend play, eg feeding a doll - Language is used in play. Child copies domestic activities.
24-29: Short sequences of pretend play - Short sequences of language
30-35: True symbolic play, eg using bricks as car - Language becomes representational
36-42: Play sequences lengthen, become more elaborate and begin to involve planning - Language is used to plan and speculate. Proper make-believe games involve interaction with other children