Children Communicating: an introduction FdA Children’s and Young People’s Services Early Years Pathway: Option Module Session 1 The meaning of communication

Learning Intentions By the end of the session students will: have acquired a better understanding of the module and its associated assessment appreciate the ways in which children & adults progressively communicate with each other begin to identify ways in which theory, play and concepts influence communication capabilities reflect on the importance of their own com. skills when interacting with children

…do we communicate? TASK: Fill me!

The meaning of communication ‘Communication is a complicated process that demands putting together information from many sources, and expressing thoughts with ___________ and relevant ____________, according to established ____________, and an awareness of our ____________ through the reactions of others to what we say and do.’ (Sage, 2006: 1)

Communication: the facts Communication is usually only partially oral Non-verbal behaviour plays a powerful part in any face-to-face communication ____________________________________________________________________________ Non-verbal communication is particularly important in the lives of young children because they are still learning about verbal behaviour Q: Which children are highly dependent on non-verbal communication?

Communication through the ages Q: Babies communicate from birth – but how? Children: - might initially use the same word in different ways to convey different meanings; - use gaze, gestures and actions as well as words to help them link meanings together; - learn to recognise some of the ways in which words are linked together and begin to combine them in simple ways, although not always correctly.

Theoretical underpinnings _____________________________ – Meltzoff and Prinz (2002) believe that language results from children’s imitation of adults _____________________________ – Skinner (1957) argues that children can not acquire language unless it is reinforced by parents and others _____________________________ – Sage (2008) discusses children’s ability to analyse adult language patterns and extract rules from them which are copied & simplified for their own use _____________________________ – Chomsky (1965) proposed that children are born to sort and learn rules for language transformations

Strands of communication & language _______________________________ TASK: How can the definition and development support practice in early years settings?

Play and communication Language skills are learnt, just as other skills are learnt. Children learn a lot through play, as well as through interacting and observing. Early social play lays down the template for communication – eye contact, turn-taking, making a response, and that communication via vocalisation or gesture causes an effect. Words, signs and symbols are ____________________ ___________________ – of things, actions or concepts e.g. the word ‘car' represents a car, and the word ‘run' represents the action of running (Bazley, 2008)

Reggio Emilia Reggio Emilia is a northern Italian town The Reggio model of early childhood education, developed by Malaguzzi, is a socio-constructivist model influenced by the theories of Vygotsky, Piaget, Gardner and Bruner. ‘The 100 languages’ http://www.teachers.tv/video/213

The skilled practitioner TASK: Is U an effective communicator? Godwin et al (2002: 10) define the role of the adult based on materials taken from the National Oracy Project (1990-2): The practitioner as _______________________

Good Practice in Early Years Using words, gestures, body language and facial expressions _____________________ Collaborative tasks Thinking time Using home language Alternate communication strategies – signing Passing comments and expressing opinions Experimenting with words and sounds – nonsense rhymes Exploring language for different audiences ____________________________________________ Providing new and exciting vocabulary Talking for different purposes Child initiated discussions

Directed Task for Session 2 Please engage in the Prior Reading set for Session Two: Young Children’s Language by C. Genishi (on Blackboard) Search the Internet for one reading or a journal article about how sociodramatic play can support and enrich young children’s oral communication skills. Please read this, annotate it and bring it next week’s session.