"Talk is the sea upon which all else floats" . (James Britton, 1978) How powerful this statement is.
Research has shown that repeated exposures to rich language can help children become successful communicators and learners, proficient social interactors and, additionally assists a child to develop a positive sense of wellbeing and worth.
Language development requires conversations with more knowledgeable speakers who listen and model oral language, and build and extend- the number of words, the choice of words and the meaning of what is being communicated.
What is a rich learning environment?
Whether it be at home, out and about or in a learning environment, children need regular and varied opportunities to explore language in meaningful contexts:
listening to stories, songs and conversations. These are made even richer when expression is used.
talking to others, peers, family with opportunities for turn taking and responses.
story telling and retelling
being inquisitive through questioning and reflecting
This rich environment needs both quantity (of words a child hears) and quality (of language a child is exposed to). Hart and Risley (2003) research found that in rich environments children heard about 45 million words by age 3 comparted to about 13 million words for children in environments with less exposure to rich language. Often referred to as the 3 million word gap, this demonstrates the significant gap that some children need to fill, to be able to cope with interaction, learning and understanding.
What are meaningful contexts?
Children need to experience language that is real and authentic and of interest/ relevance to them. As oral language is a system to express ideas, knowledge and feelings and to engage with those around them, children need to have ample opportunities to use and see language.
Children learn what they hear: more than once, via storytelling, book reading, conversation and interaction
If a child is interested in a topic or a thing, expand the topic and add new vocabulary
Include children in conversations: talk with your child, comment and wonder.
Broaden their interests and expose them to different things through songs, rhymes, outings and books
Daily routines, play times, walks and shopping are all opportunities to build language in meaningful ways that your child can relate to and develop an understanding of.
Model solutions and/ or expressions of feelings and ways to articulate these.
How does oral language impact social development and a sense of self worth?
Most children are innately social, seeking connection with others, building self worth, developing agency and a deep sense of wellbeing. This happens from birth- via eye contact, gestures, body language, movement, sounds, words and/ or assisted communication to engage and foster relationships.
Oral language is used socially to show, share, negotiate, comment, question, request and more! Hence opportunities to interact are imperative. Children need to both observe and participate in social interactions to understand social rules, how to converse with confidence and competence.
Friendships and meaningful peer interactions can be difficult without knowledge and practice of social situations because a child has to navigate more than the words spoken or heard - they need to interpret intent, respond, read body language, negotiate roles, join in, take turns, navigate dynamic changes and feelings of others as well as themselves. Social interaction is incredibly fluid and can be very fast moving so it requires constant attention.
Role play, stories and retelling by setting up experiences and spaces
Small group interactions - it is easier initially to play with one other child
Family and community support - children need emotional guidance and scaffolding.
Time and practice, over and over again.
Giving children words and meanings - to help start or continue a conversation, to express feelings or to explain. Incorporate emotions and expressions through non verbal language.
When children communicate their wants and needs, it helps them get along with others, lowers stress, builds social and emotional competence and allows a child to feel a deep sense of being and belonging and to have the bravery needed to become. Language holds the key.
Puppets: powerful players to build oral language for communication and connection.
Puppets have no rules, they are fun, safe and often allow children to explore the world around them by using a 'proxy' or stand in. This allows children to explore feelings and emotions that may be new, different, challenging. It allows children to practice and unpack their world. Puppets allow creativity, discovery and develops imagination and story telling.
Children have the opportunity to practice different voices, tones and inflections.
Children learn and use vocabulary related to the theme in play.
Children can practice non verbal skills - such as facial expressions, body language for different emotions.
Allows children to play out various personalities or emotions: expressing different feelings in healthy ways
Social interaction and relationship building through playing with others - a child can talk using the puppet as the voice, collaborating and extending play, involving everyone.
Having fun!
What puppets do I use?
Puppets can be made of almost anything.
Commercially made puppets like the pig and the duck. These are being used for retelling the story of the Three Little Pigs and for the song, "Old Mother Duck Went Out One Day"
Finger puppets, like the fish and the turtle. These are helping children have turns with choosing what sea creature they want for the song, "1,2,3,4,5, Once I Caught a Fish Alive"
Pop stick puppets - just a picture taped onto a pop stick that can help tell a story, sing a song or be a character for roleplaying
Paper puppets, like Bananas in Pyjamas which is simply a drawing coloured in and stuck onto a circle of paper to fit fingers.
Any found object like the gum nuts wearing leaf hats! Here these are being used to role play getting ready and going to a park.
Be creative with a stick, a piece of fabric or paper and a chair or table to be a puppet theatre, if needed. And most of all, have fun. The children can play and the adult can add words for actions, places, items and/ or feelings.
Thinking again to James Britton's quote, "Talk is the sea upon which all else floats" (1978) , it seems clear that every opportunity we give to build our children's oral language is an opportunity that must be seized with both hands and encouraged by us, using rich language with our children in meaningful contexts and by incorporating interactions and fun.
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