1. Unit 8 Support the needs of the child in preparing for school

2. Learning Outcomes
LO3 Be able to support children’s language and communication needs in preparation for school readiness.
AC 3.1 Explain what is meant by ‘a language-rich environment’.
AC 3.2 Contribute to a language-rich environment for children from birth to 5 years.
AC 3.3 Plan for children’s participation in activities which encourage:
Speaking and listening
Reading
Writing
Digital literacy.
AC 3.4 Carry out activities which encourage:

3. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.1)
Time: 15 mins
Discuss with a partner:
Are you talkative in the mornings or do you prefer to be left alone?
Do you switch the TV on as soon as you walk into the room?
Do you like to read books?
Do you prefer to text someone or talk to them?
What are your views on modern technology?
Does it help or hinder communication?

4. A language-rich environment
3. Be able to support children’s language and communication needs in preparation for school readiness (3.1)
A language-rich environment
A language-rich environment is one where children are surrounded by opportunities to explore the world of language.
This can include:
Children who are encouraged to talk freely
Listening to children’s thoughts and ideas
Time for questions and answers
Practitioners who are positive role models
Regular songs and rhymes time
Books for sharing and independent ‘reading’
Activities and experiences that encourage children to explore, predict and discover new things.

5. Language-rich environment
3. Be able to support children’s language and communication needs in preparation for school readiness (3.1)
Language-rich environment
Time to chatter
Curious minds
Stimulating toys
No TV
Large books
Story props
Songs and rhymes
Puppets
Role models

6. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.1, 3.2)
Time: 15 mins
Choose two of the examples from the ‘Language-rich environment’ spider diagram on the previous slide, and for each one consider:
Examples of this in the setting
How it supports children to communicate
Why does ‘No TV’ support children to develop their language and communication?
Does your setting have a television on during the day?
What are the children doing while it is on?
Examples could include:
‘Time to chatter’ may happen during circle time, and it helps children to speak and listen
‘Story props’ can help children to retell stories in their own words, and can help recall and memory skills
The TV questions are designed to create a discussion about children being still and glued to the screen for too long, although there are benefits to short, age-appropriate TV programmes.

7. A language-rich environment
3. Be able to support children’s language and communication needs in preparation for school readiness (3.1, 3.2)
A language-rich environment
All adults need to be positive role models in a language-rich environment.
It is important that practitioners give children time to express themselves and then listen carefully to anything they say.
All adults should use appropriate language around children, as this is what children will copy.

8. A language-rich environment
3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
A language-rich environment
You are required to plan and carry out activities that encourage:
Speaking and listening
Reading
Writing
Digital literacy.

9. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Time: 15 mins
Describe activities in the setting that support children’s:
Speaking and listening
Reading
Writing.
Consider:
The age and stage of the children
Are these activities available all of the time?
Are children encouraged to use them, or are they completely free choice?
Learners should link specific activities to each area, and discuss whether children are expected or invited to take part.
Learners should be encouraged to discuss activities available for different age ranges, i.e. mark-making for babies and letter formation for older children.

10. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Digital literacy
Digital literacy involves children being able to use digital media and technology.
Children should have access to a wide range of devices.
They should be used for a variety of activities and children should be encouraged to use them independently.
These devices can support children to be creative and can help children to express themselves.

11. Supporting digital literacy
3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Supporting digital literacy
Mobile phones
Cameras
Games consoles
Computers
Tablets
Electronic books
TV/DVD
Electronic toys
Internet
Art packages

12. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Time: 15 mins
Discuss the use of technology in your setting.
Consider:
What devices are freely available for children to use in your setting?
Are there any devices that are only used with adult supervision?
Are children encouraged to record events on cameras or videos?
How are devices in your setting used to support children’s language and communication?
Most settings will have at least one computer that children can access.
Some settings will have tablets and recording devices.
Some settings will be very precious about their devices, while others will allow free access.
Learners should discuss their own setting and link to communication and language development.

13. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Planning
When planning your activities consider:
The age and stage of the children
The resources available to you in your setting
Using children’s interests to engage them in the activities.
Use the following table to create a set of possible ideas for each area to be covered.

14. Speaking and listening
3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Speaking and listening
Reading
Writing
Digital technology

15. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Time: 25 mins (including completing the chart)
As a group, choose one activity from each person’s chart and discuss how you would carry out this activity.
Consider:
The age and stage of the children
Resources
The role of the adult
What you want the children to learn
How the activity will support language and communication skills.
This activity will enable learners to discuss their plans and take time to adjust their plans if necessary.
It will also give learners a chance to discuss ideas and get different views and opinions from others.

16. 3. Be able to support children’s language and communication needs in preparation for school readiness (3.2, 3.3, 3.4)
Time: 15 mins
Create a poster showing the benefits of children using digital technology.
Consider:
Using images of available devices
Identifying the benefits of children using each one
How a child’s language and communication skills can be developed through using each type of device
The importance of children not being ‘glued’ to a screen, but to be engaged in what is going on.
This activity will further develop the benefits of digital technology for a child’s language and communication skills.

17. Summary
A language-rich environment will support a child’s language and communication skills.
Well-planned activities will support children’s:
Speaking and listening
Reading
Writing
Digital literacy.

18. Plenary
Name three elements of a language-rich environment.
Describe how reading to a 6-month-old baby will develop their language and communication skills.
List four devices that can be used by a child to support their digital literacy skills.