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Nursery Day 2 Nursery Day 2
Language and Communication
ProgrammeProgramme•Self-evaluation- reviewing the process
•Promotion of Communication and Language in the Nursery Setting
•Developing Language Through Music
AimsAims
• To continue the process of planning for improvement in keeping with Every School a Good School
• To consider the role of the adult in promoting language development within the Nursery setting
• To explore a range of practical strategies to enrich the use and development of language and communication in the Nursery sector
Day 1Day 1
Self-evaluation- The Process
WorkshopWorkshop
Self Evaluation ProcessImpact on• planning• teaching and learning• provision
Chief Inspectors Report2006-08
Actions required to effect further improvement
Actions required to effect further improvement
• The quality of the adult interactions with the children to promote language and communications is not good enough
• In almost one-quarter of nursery units and voluntary/private centres, the promotion of language and communication and the quality of the mathematical experiences have been identified as areas for improvement.
“Recent research is finding increasingly high levels of speech, language and communications impairment amongst young children.”
Ref: www.literacytrust.org
“Recent research is finding increasingly high levels of speech, language and communications impairment amongst young children.”
Ref: www.literacytrust.org
ResearchResearch
About 5-10% of children have a developmental disability that causes a delay in their speech and language development.
It is important to keep in mind that language development involves more than just speech, it also includes other forms or communication, such as sign language, writing, and visual skills (pointing, etc.).
Why ?
Possible Reasons
Why ?
Possible Reasons
WorkshopCurrent Position
WorkshopCurrent Position
How do you currently support language development in your setting?
Together Towards ImprovementThe Process
Together Towards ImprovementThe Process
• What are our strengths? What is working well?
• How do we know? Where is the evidence?
• What next? What action do we need to take to
improve our practice?
Language DevelopmentLanguage Development
• Identification
• Prioritise
• Action
• Improvement
BREAKBREAK
Curricular Guidance for Pre-School Education
“Language development is crucial to living and learning and is concerned with more than the growth of vocabulary. Language is used to communicate with others, to share and express feelings, to give and obtain information, and to understand ideas and develop thoughts.”
WorkshopWorkshop
Language is developed when…
Do I create the optimum environment for communication?
.
Key StrategiesKey Strategies
• Modelling• Commenting• Expanding or extending• Repeating back• Asking open questions• Playing with words• Turn-taking and waiting time• Using verbal prompts and giving choices• Using visual prompts and gestures• Adjusting your language
‘Types’ of Communicators‘Types’ of Communicators
• Early communicator• Attentive communicator• Developing communicator• Questioning communicator• Skilled communicator• English as an additional language
learner• Reluctant communicator
Do I have realistic expectations about a child’s abilities?
Do I have realistic expectations about a child’s abilities?
Ages and StagesWorkshop
Ages and StagesAges and Stages
Language And Communication
Developmental Chart
Ideas to developIdeas to develop
• Develop places for talking-communication friendly spaces
• Create a treasure basket• Develop chatterboxes/packs• Walk and talk• Table top talking• Cooking together• Engage parents• Photographs
LUNCHLUNCH
Developing Language Through Music
ETI FeedbackETI Feedback
AimsAims
• To continue the process of planning for improvement in keeping with Every School a Good School
• To consider the role of the adult in promoting language development within the Nursery setting
• To explore a range of practical strategies to enrich the use and development of language and communication in the Nursery sector
