The importance of talk for learning

Kirsty Sharp

Aims of this presentation

• To understand the role of modelling language to children

• To understand the differences between spoken language and written language

• To understand the importance of talk for learning• To suggest practical strategies for talking

opportunities. • To give practical methods you can help your child

with their homework.

Role of modelling language

From the moment babies are born, adults are modelling speech to them.

Learning language through play

In the early years of a child’s life their language acquisition often comes from play situations.

Change of focus and expectation

As children start more formal schooling the focus shifts to the importance of reading and writing

This is not a conscious shift, it happens as the children learn new skills and we want them to develop them.

This morning….

Think back to this morning…what conversations did you have with

your child before school?

This morning….

Yes!

Did you eat your breakfast?

No it was disgusting!

This morning…

Yes!

Do you have your

homework? Oops, I knew I had something

to do…

This morning…

No, I’ll go fetch it!

Do you have your PE Kit?

We’re going to be late…hurry

up!

Again!

This morning…

This Morning

Sometimes speaking has to be short, closed, yes/no questions. This often happens in the morning when getting ready for work or school.

The importance of talking

LISTEN SPEAK

READ WRITE

Literacy

Oracy

COMPREHEND

COMMUNICATION

The differences between spoken and written language

What can you do at home to help?

Talk to your children in their home language!

Talk to your children at breakfast or dinner

Talk about an interesting news article, something you read, a film you watched together….

Try and avoid… Parent “What did you do at school today?”Child “Nothing!”

What can you do at home to help?

• Talking like the King or Queen around the dinner table.

• Playing a game with your children • Ask you child one thing that they did at school today.

(Parents suggested that sometimes children are reluctant to speak and asking for one thing ‘sparks’ conversation)

• Expect an answer-if you ask a question expect that your children will answer.

• Record conversations (especially if you are discussing homework ideas/story writing-then the children can listen to it again when writing their homework.)

…and finally

Quality not quantity.

If they cannot say it they cannot write it. They need the vocabulary.