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What Communication, Languageand Literacy means for children

To become skilful communicators, babies and youngchildren need to be with people with whom they havewarm and loving relationships, such as their family orcarers and, in a group situation, a key person whomthey know and trust.

Babies respond differently to different sounds and froman early age are able to distinguish sound patterns.

They use their voices to make contact and to letpeople know what they need and how they feel.

All children learn best through activities andexperiences that engage all the senses. Music, dance,

rhymes and songs support language development. As children develop speaking and listening skills they

build the foundations for literacy, for making sense of visual and verbal signs and ultimately for reading andwriting. Children need varied opportunities to interactwith others and to use a wide variety of resources forexpressing their understanding, including mark-making,drawing, modelling, reading and writing.

Aspects of Communication,Language and Literacy

Communication, Language and Literacy is made up of thefollowing aspects:Language for Communication is about how childrenbecome communicators. Learning to listen and speakemerges out of non-verbal communication, which includesfacial expression, eye contact, and hand gesture. These skillsdevelop as children interact with others, listen to and uselanguage, extend their vocabulary and experience stories,songs, poems and rhymes.

Language for Thinking is about how children learn to uselanguage to imagine and recreate roles and experiences andhow they use talk to clarify their thinking and ideas or to referto events they have observed or are curious about.

Linking Sounds and Letters is about how children developthe ability to distinguish between sounds and become familiarwith rhyme, rhythm and alliteration. They develop understandingof the correspondence between spoken and written soundsand learn to link sounds and letters and use their knowledgeto read and write simple words by sounding out and blending.

Reading is about children understanding and enjoyingstories, books and rhymes, recognising that print carriesmeaning, both ction and fact, and reading a range of familiar

words and simple sentences.Writing is about how children build an understanding of therelationship between the spoken and written word and howthrough making marks, drawing and personal writing childrenascribe meaning to text and attempt to write for various purposes.

Handwriting is about the ways in which childrens randommarks, lines and drawings develop and form the basis of recognisable letters.

Communication, Language and Literacy

Learning and Development The Early YearsFoundation Stage

RequirementsChildrens learning

and competencein communicating,speaking and listening,being read to andbeginning to readand write must besupported. Theymust be providedwith opportunity andencouragement to usetheir skills in a range ofsituations and for a rangeof purposes, and besupported in developingthe con dence and

disposition to do so.

Personal,Social andEmotional

Development

Communication,Language

and Literacy

CreativeDevelopment

PhysicalDevelopment

ProblemSolving,

Reasoning andNumeracyKnowledge

andUnderstanding

of the World

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Enabling Environments

Plan an environment that is rich in signs, symbols, notices,numbers, words, rhymes, books, pictures, music andsongs that take into account childrens different interests,understandings, home backgrounds and cultures.

For children who may need to use alternativecommunication systems provide opportunities for themto discover ways of recording ideas and to gain accessto texts in an alternative way, for example through ICT.

Provide time and relaxedopportunities for childrento develop spoken languagethrough sustained conversationsbetween children and adults,both one-to-one and in smallgroups and between the

children themselves. Allow children time to initiateconversations, respect theirthinking time and silences andhelp them develop the interaction.

Show particular awareness of,and sensitivity to, the needs of children learning English as anadditional language. Use theirhome language when appropriateand ensure close teamwork

between practitioners, parentsand bilingual workers so thatthe childrens developing useof English and other languagessupport each other.

Positive Relationships

Help children to communicate thoughts, ideas andfeelings and build up relationships with adults andeach other.

Give daily opportunities to share and enjoy a widerange of ction and non- ction books, rhymes,music, songs, poetry and stories.

Allow children to see adults reading and writing andencourage children to experiment with writing

for themselves through making marks,personal writing symbols

and conventional script. Identify and respond to

any particular dif culties inchildrens languagedevelopment at an

early stage.

0 0 0 1 2 - 2

0 0 7 D O M - E

N

C r o w n c o p y r

i g h t 2 0 0 7

How settings can effectively implementthis area of Learning and DevelopmentTo give all children the best opportunitiesfor effective development and learning inCommunication, Language and Literacypractitioners should give particular attention

to the following areas.

Learning and Development

Link language with physical movement in action songsand rhymes, role-play and practical experiences suchas cookery and gardening.

Show sensitivity to the many different ways thatchildren express themselves non-verbally, andencourage children to communicate their thoughts,ideas and feelings through a range of expressive forms,such as body movement, art, dance and songs.

Develop childrens phonological awareness, particularlythrough rhyme and alliteration and their knowledge of the alphabetic code.

Develop childrens awareness of languages and writingsystems other than English, and communicationsystems such as signing and Braille.

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Grids con et nit veliquat duis essectem niat,conum at, quatuer iurerosto corper irit lor sequississit eroodoloreros nim delit.

What do I do next? Welfare requirements are explained in full in the

Statutory Framework for the Early Years Foundation Stage booklet. Areas of Learning and Development including effective

practice, planning and resourcing at different stages are detailedin the Practice Guidance for the Early Years Foundation Stagebooklet and on the CD-ROM.

Early Support information is available on the CD-ROMunder areas of Learning and Development.

Research and resources are available on the CD-ROM.

TheEarly YearsFoundation Stage

O K Me d ia 0 2 -2 0 0 7

SettingtheStandards forLearning,Developmentand Careforchildren from birth tofive

00012-2007CDO-ENISBN: 978-1-84478-886-6 Crown copyright 2007

ISBN 978-1-84478-886-6