‘From the mouth and into the ears’: Communication through speaking & listening FdA Children’s and Young People’s Services Early Years Pathway: Option Module Session 2: ‘Eh! Speak up!’

Learning Intentions By the end of the session students will: develop an appreciation of the different strands of language competency in young children learn about the theories which underpin children’s language development appreciate the importance of interaction, contexts and practitioners when listening to and interacting with children’s communicative experiences learn more about the requirements of LO1

The importance of S/L ‘Children need to acquire a good stock of words, learn to listen attentively, and speak clearly and confidently. These skills are the foundations of phonic work, for example, in building phonemic awareness. Moreover, they are prime communication skills, hugely important in their own right and central to children's intellectual, social and emotional development’. (Rose, 2005: 34) _______________________________ http://www.tes.co.uk/section.aspx?navcode=304

The meaning of ‘Oracy’ Production Reception Oracy Literacy Oracy is a term coined by Wilkinson (1965) which was used to denote speaking & listening He proposed a model which introduces two distinct dimensions of language for practitioners: Production Reception Oracy Literacy

*The ‘chatting’ climate today* Poor time or space is given to this learning opportunity Play is sacrificed for _____________ evidence Children do not perceive ‘nattering’ to be ‘proper work’ Pressure of _______ drive practitioners to ‘whizz’ children through lots of activities each day Parents fail to _______ to talk with their children There is an overuse of _______ in children’s lives today Non-conversational early years settings exist Close (2004) and I CAN (2008) http://nationalstrategies.standards.dcsf.gov.uk/node/19162

*Uses of language* Tassoni et al. (2005: 184)

*How do children learn language?* ‘How children … make the impressive leap between what they hear and the sophisticated language they produce … is a puzzle that has occupied many minds. Their achievement remains essentially mysterious. We do not know in any detail how it is done.’ (Donaldson,1992: 106, cited in Lindon, 2005: 144)

Task: Theories & theorists

Language development: theories B.F. Skinner (1904-1990) Behaviourist theory Pleasant experiences (such as rewards or praise) are positive re-inforcers. They cause learners to make desired connections between stimuli and responses Noam Chomsky (1928-) Nativist theory of maturation Biological belief that language is an innate part of the child due to a language organ known as the Language Acquisition Device

Language and play phases When children’s play is They will probably At about this age Exploring objects and people close at hand Communicate with gestures & sounds 0-10 mths Relating one object to another in play Produce many patterns of sounds 9-15 mths Simple pretend actions applied only to them First words 11-18 mths Simple pretend actions that involve other people or toys Two-word combinations, short phases 12-30 mths Sequences of pretend play and other play involving other people and play materials 3-, 4-, 5- word sentences 19-36 mths

Resourcing the oracy Talk to and with them! Games, songs, books, toys, musical tapes Construction Displays Puppet corner Telephones Weather charts Sand and water Malleable materials Role play areas - Drama Poetry & Circle Time Pictures and photographs The great outdoors! Visits and trips Special events, occasions & visitors Finger fun Junk materials Working environment http://www.standards.dfes.gov.uk/primaryframework/foundation/cll

The skill of listening Communication is not one sided – listening is an important skill to develop Easy for young children? No! Egocentric! Rule: if you are learning to share you can learn to listen as well! Note: children will find it difficult to listen when they cannot actively participate – small group and paired work is valuable

The role of the practitioner ‘All early years practitioners are teachers of communication and language.’ Attenborough, 2006 Language can be learned through interaction with another who is more knowledgeable. Bruner (1986) described this interactive discourse as ‘scaffolding’; a word which describes the support adults give to children which is gradually withdrawn as the child becomes more proficient.

*Learning Outcome One* LO1: Demonstrate an understanding of the ways in which children and young people communicate in the work context. What? An academic essay that discusses one work-based context with a reflective evaluation that identifies how this context enables children to communicate, learn and develop and reflects on the practitioner’s role in this process. How? Refer to page 5 of your module booklet Wordage? 1500 – 2000 words When? 17/1/13 (with LO2 )

Directed Task for Session 3 Please engage in the Prior Reading set for Session Three: Children's Favourite Books by K. Wilkinso (on Blackboard) Please bring in a children’s story book that either is your favourite, your own children’s favourite, or is the favourite of the children you work with. Consider what activities you could engage children in to develop an appreciation of your story.