1. ‘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!’

2. 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

3. 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)
_______________________________

4. 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

5. *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)

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

7. *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)

8. Task: Theories & theorists

9. Language development: theories
B.F. Skinner ( )
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

10. 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

11. 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

12. 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

13. 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.

14. *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? – 2000 words
When? 17/1/13 (with LO2 )

15. 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.