{"id":51313,"date":"2021-03-26T14:38:57","date_gmt":"2021-03-26T14:38:57","guid":{"rendered":"https:\/\/www.highspeedtraining.co.uk\/hub\/?p=51313"},"modified":"2024-08-14T11:18:12","modified_gmt":"2024-08-14T10:18:12","slug":"supporting-language-development-in-the-early-years","status":"publish","type":"post","link":"https:\/\/www.highspeedtraining.co.uk\/hub\/supporting-language-development-in-the-early-years\/","title":{"rendered":"Supporting Language Development in the Early Years"},"content":{"rendered":"\n<p>Speech, language, and communication are critical areas of development for children. They play a vital role throughout our lives, helping us to understand what is going on around us, communicate our basic needs and feelings, hold conversations, think and learn, develop relationships, solve problems, and more. They also support many other aspects of development, including cognitive, social, and literacy development.<\/p>\n\n\n\n<p id=\"backtotop\"><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/839934\/EYFSP_2019_Main_Text_Oct.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Research<\/a> has found, however, that in some areas, more than 50% of children entering reception have language levels below what is expected for their age. Since the beginning of the COVID-19 pandemic, this statistic has likely worsened as <a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/933836\/COVID-19_series_briefing_on_early_years_October_2020.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">language development has regressed for many children<\/a>, leaving them behind their peers.<\/p>\n\n\n\n<p id=\"normal\">Both parents and early years workers could play a significant role in helping to improve children\u2019s language development and outcomes. To aid you in doing this, in this article we will cover the stages of normal language development, why it is so important, how to recognise potential speech problems, and what you can do to support young children\u2019s language.<\/p>\n\n\n\n<p>The contents of this article are as follows:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#normal\">What Does Normal Language Development in Early Childhood Look Like?<\/a><\/li>\n\n\n\n<li><a href=\"#important\">Why is Speech and Language Development Important?<\/a><\/li>\n\n\n\n<li><a href=\"#disorder\">How Do I Recognise Speech Disorders in Children?<\/a><\/li>\n\n\n\n<li><a href=\"#strategies\">Strategies to Support Language Development<\/a><\/li>\n<\/ul>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/toddlers-playing-with-toys.jpeg\" alt=\"\" class=\"wp-image-51360\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-what-does-normal-language-development-in-early-childhood-look-like\">What Does Normal Language Development in Early Childhood Look Like?<\/h2>\n\n\n\n<p>Speech and language development involves four main components:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Phonetics and phonology<\/strong>: learning to pronounce speech sounds, as well as understanding the rules about which sound sequences occur in the language.<\/li>\n\n\n\n<li><strong>Semantics<\/strong>: learning vocabulary and understanding how concepts map onto words \u2013 for example, does \u2018dad\u2019 mean any man? Or any man with a beard? Or just one particular man?<\/li>\n\n\n\n<li><strong>Syntax and morphology<\/strong>: the rules for how to arrange words in sentences (for example, a verb normally comes second, rather than last), and how to change things like tense, voice, or number \u2013 for example, is the plural of \u2018sheep\u2019 \u2018sheeps\u2019?<\/li>\n\n\n\n<li><strong>Pragmatics<\/strong>: learning social rules for using language, including adapting your language for who you\u2019re talking to, taking it in turns to speak, and staying on topic. This also includes learning non-verbal communication \u2013 including facial expressions, gestures, and tone of voice \u2013 and how this interacts with the words we\u2019re saying.<\/li>\n<\/ul>\n\n\n\n<p>As you can see, learning how to communicate is quite complicated. The good news is that children are programmed to be able to do it, but they do need lots of input from adults to be able to kickstart this process. This also needs to be direct, face-to-face input from a real human being; children can\u2019t learn language effectively from TV or computer games, even if they are \u2018educational\u2019 (Kuhl, 2007 and others). As a result, the more you talk to a child (or baby) and support their language, the more progress they will make.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/adult-and-child-talking.jpeg\" alt=\"\" class=\"wp-image-51362\"\/><\/figure><\/div>\n\n\n<p>We use milestones to get a sense of what normal language development looks like \u2013 this is a more accurate way of measuring than attempting to compare one child with another, because all children are different. Understanding each milestone of development will help you to choose the right strategies to support a child with their speech and language.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-ages-and-stages-of-language-development\">Ages and Stages of Language Development<\/h4>\n\n\n\n<p>Babies start learning to recognise language even while they\u2019re in the womb. Research has shown that they remember stories that they were read while they were in utero, as well as recognising their mother\u2019s voice (DeCasper and Fifer, 1980, 1986; Kisilevsky et al., 2003).<\/p>\n\n\n\n<p>Once they\u2019re born, their development tends to progress through the following stages:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><th><strong>Age<\/strong><\/th><th><strong>Characteristics of Stage<\/strong><\/th><\/tr><tr><td><strong>3-12 months<\/strong><\/td><td>Cooing, smiling, and laughing<br>Playing with sounds \u2013 babbling (e.g. da, da, da)<br>Communicating with gestures like waving and pointing<br>Sounding like they\u2019re talking, but not using recognisable words<\/td><\/tr><tr><td><strong>12-18 months<\/strong><\/td><td>Saying their first words with meaning \u2013 for example, saying \u2018mama\u2019 to call for their mum<br>Understanding many more words than they can say, including instructions like \u2018sit down\u2019<br>Mostly using nouns in their speech, such as \u2018car\u2019 or \u2018duck\u2019<br>By 18 months, using between 50 to 150 words<\/td><\/tr><tr><td><strong>18 months to 2 years<\/strong><\/td><td>Combining words in telegraphic speech (e.g. \u2018me go\u2019, \u2018dada throw ball\u2019)<br>Using simple pronouns (\u2018me\u2019, \u2018I\u2019, and \u2018you\u2019), but often confusing \u2018me\u2019 and \u2018I\u2019<br>Naming objects that they see regularly<br>Responding to simple commands like \u2018pick up your coat\u2019<\/td><\/tr><tr><td><strong>2-3 years<\/strong><\/td><td>Beginning to say longer sentences of three or four words<br>Using some plurals and past tenses<br>Talking about what they\u2019re doing as they do it<br>Conversation skills improve \u2013 they respond to you more often<\/td><\/tr><tr><td><strong>3-4 years<\/strong><\/td><td>Speaking more clearly \u2013 strangers can mostly understand them<br>Asking \u2018who\u2019, \u2018what\u2019, and \u2018why\u2019 questions<\/td><\/tr><tr><td><strong>4-5 years<\/strong><\/td><td>Using more complex sentences with words like \u2018because\u2019, \u2018if\u2019, \u2018and\u2019, or \u2018when\u2019<br>Telling stories and simple jokes<br>Being able to answer questions about stories<br>Being able to follow requests<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>We have only mentioned a few aspects of each stage here \u2013 for a more detailed list, see our article <a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/child-development-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018Why is Child Development So Important in Early Years?\u2019<\/a> or take our course on <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/supporting-speech-language-development-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">Supporting Speech and Language Development in Early Years<\/a>.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/baby-cooing-to-mother.jpeg\" alt=\"\" class=\"wp-image-51364\"\/><\/figure><\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"h-communication-and-language-in-the-eyfs\">Communication and Language in the EYFS<\/h4>\n\n\n\n<p>If you are an early years worker, you can also use the Early Years Foundation Stages (EYFS) to measure a child or baby\u2019s development. The early learning goals for communication and language are:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Listening and attention<\/strong> \u2013 including the ability to discriminate sounds and maintain and monitor attention in a shared context, and being able to anticipate key events in stories.<\/li>\n\n\n\n<li><strong>Understanding<\/strong> \u2013 first words in context, then phrases, and gradually more complex sentences, as well as questions like \u2018how\u2019 and \u2018why\u2019.<\/li>\n\n\n\n<li><strong>Speaking<\/strong> \u2013 being able to express their feelings, needs, wants, thoughts, ideas, past experiences, and pretend play events.<\/li>\n<\/ul>\n\n\n\n<p><p id=\"important\">Children are expected to achieve these goals when they have turned five years old. Ofsted inspectors will check to see whether early years practitioners are using adequate strategies to help children develop their communication and language skills. We will provide some ideas of strategies you can use later in this article.<\/p> <a href=\"#backtotop\"><em>Back to Top<\/em><\/a><\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/toddlers-talking-to-early-years-worker.jpeg\" alt=\"\" class=\"wp-image-51365\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-why-is-speech-and-language-development-important\">Why is Speech and Language Development Important?<\/h2>\n\n\n\n<p>We have already mentioned that speech and language development is vital in a child\u2019s life, but a more detailed list of the benefits associated with it includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Providing a foundation that they can build on at school. Children need to develop their speech and language before they can learn to read, and language is the main way that information is transferred from teachers to students, learnt, and understood.<\/li>\n\n\n\n<li>As a result of the above, children\u2019s early vocabulary is a predictor of their later educational outcomes, particularly reading comprehension and decoding (e.g. Bleses, Makransky, Dale, H\u00f8jen, &amp; Ari, 2016). Smaller vocabulary sizes in the early years lead to worse academic performance later on.<\/li>\n\n\n\n<li>Language development is hugely important for children\u2019s overall development \u2013 for example, it supports cognitive advancement.<\/li>\n\n\n\n<li>It helps children to form friendships. Using language facilitates them having meaningful interactions with those around them.<\/li>\n\n\n\n<li>It enables them to communicate their needs better, reducing frustration (and, in turn, tantrums or outbursts).<\/li>\n\n\n\n<li>Children are able to make more sense of the world around them. Language is tied to our thoughts and the way we perceive the world \u2013 when we are able to describe what is going on around us in words, this helps us to understand it.<\/li>\n<\/ul>\n\n\n\n<p><p id=\"disorder\">As a result, it is important to do whatever you can to help the children and babies in your care to improve their communication and language skills.<\/p>\n\n\n\n<div class=\"tip__box\">\n<div class=\"tip__title__container\">\n<div class=\"tip__title__text\">\n<div class=\"tip__title__icon\"><img decoding=\"async\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2019\/11\/expert-tip-icon.png\" alt=\"expert icon\"><\/div>\n<h3>Want to learn more?<\/h3>\n<\/div>\n<\/div>\n<p>Our course on <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/supporting-speech-language-development-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">Supporting Speech and Language Development in Early Years<\/a> explains what typical development in this area looks like, discussing a range of support strategies approved by speech and language therapists, and going into detail about speech, language, and communication needs &#8211; including what causes them, warning signs, and how to help children who you know or suspect might have them. Have a look at our <a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/\" target=\"_blank\" rel=\"noreferrer noopener\">course library<\/a> to see this and other courses that we offer.<\/p>\n<\/div>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/mother-and-child-talking.jpeg\" alt=\"\" class=\"wp-image-51366\"\/><\/figure><\/div>\n\n\n<a href=\"#backtotop\"><em>Back to Top<\/em><\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-how-do-i-recognise-speech-disorders-in-children\">How Do I Recognise Speech Disorders in Children?<\/h2>\n\n\n\n<p>As with all types of development, things can go wrong when children are learning to communicate. This could be due to difficulties with learning, cognition, hearing, or sight, or a poor learning environment with little interaction with adults. In this section, we will describe the different types of language problems, their symptoms, and what you should do if you suspect a problem.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-types-of-language-problems\">Types of Language Problems<\/h4>\n\n\n\n<p>Children might experience any of the following issues:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Language delay<\/strong> \u2013 where they are developing along the normal lines, but are slightly behind the average in achieving each milestone. This is the most common developmental delay in children, and more than half of language delays in children under three resolve themselves.<\/li>\n\n\n\n<li><strong>Developmental Language Disorder <\/strong>\u2013 where they have problems either understanding language (<strong>receptive language delay<\/strong>) and\/or using words themselves (<strong>expressive language delay<\/strong>). This might be misdiagnosed as poor behaviour, poor listening, or inattention.<\/li>\n\n\n\n<li><strong>Speech sound problems <\/strong>\u2013 where children find it difficult to produce a certain sound \u2013 for example saying \u2018wadio\u2019 instead of \u2018radio\u2019 (<strong>articulation disorder<\/strong>) \u2013 or they make a pattern of sound mistakes, such as consistently saying only one syllable in a word, like \u2018bay\u2019 for \u2018baby\u2019, or changing certain consonants in lots of different words, such as \u2018tat\u2019 for \u2018cat\u2019 and \u2018toffee\u2019 for \u2018coffee\u2019 (<strong>phonological process disorder<\/strong>).<\/li>\n\n\n\n<li><strong>Fluency <\/strong>\u2013 where children stutter or stammer. This might happen at the beginning of a word, such as \u2018li-li-like\u2019, could involve speech having to completely stop, or could be the repeated interruption of speech with \u2018um\u2019 or \u2018uh\u2019. Children under five quite often stutter as they\u2019re learning to speak, and this comes and goes. However, one in five children have a stutter that is more severe.<\/li>\n\n\n\n<li><strong>Attention and listening problems <\/strong>\u2013 where children are unable to concentrate on speech and filter out background noise effectively, leading to them ignoring speech, interrupting, or being easily distracted.<\/li>\n<\/ul>\n\n\n\n<p>Being aware of the different types of language problems will help you to communicate the problem to a professional, if necessary, as well as giving you an idea of how you can help in the meantime.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/mother-and-child-playing-with-toys.jpeg\" alt=\"\" class=\"wp-image-51367\"\/><\/figure><\/div>\n\n\n<h4 class=\"wp-block-heading\" id=\"h-symptoms-of-language-problems\">Symptoms of Language Problems<\/h4>\n\n\n\n<p>Symptoms that could indicate a language problem include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Lack of attention when being spoken to \u2013 easily distracted.<\/li>\n\n\n\n<li>Failing to carry out simple tasks or instructions (when old enough to understand these instructions).<\/li>\n\n\n\n<li>Poor eye contact.<\/li>\n\n\n\n<li>Speech that is extremely difficult to understand \u2013 only comprehensible 50% of the time.<\/li>\n\n\n\n<li>Uninterested in being read to.<\/li>\n\n\n\n<li>Repeating the same thing over and over again.<\/li>\n\n\n\n<li>Avoiding conversations.<\/li>\n\n\n\n<li>Consistently making speech sound errors over a long period of time.<\/li>\n\n\n\n<li>Not speaking at all by 18 months of age, or not understanding speech by this age.<\/li>\n\n\n\n<li>Not recognising or labelling common objects.<\/li>\n\n\n\n<li>Difficulty learning nursery rhymes or simple songs.<\/li>\n<\/ul>\n\n\n\n<p>It is not always a problem if children do not meet milestones \u2018on time\u2019 \u2013 there is a huge range within normal development. However, if you are worried that a child is behind where they should be, making a list of when they do achieve each milestone will help you see whether there is a pattern.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/child-playing-with-lego.jpeg\" alt=\"\" class=\"wp-image-51369\"\/><\/figure><\/div>\n\n\n<p>Be aware that language development will be slightly different for English as an Additional Language (EAL) children. Having less exposure to English will mean that they develop more slowly \u2013 they are not necessarily delayed, they just haven\u2019t heard enough of the language to learn it yet. Learn how to support EAL students in the classroom <a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/supporting-eal-students-in-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a>.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-what-should-i-do-if-i-suspect-a-problem\">What Should I Do if I Suspect a Problem?<\/h4>\n\n\n\n<p>It\u2019s important to act if you suspect a language problem, because delayed language development can cause frustration for you and the child, as well as difficulties learning and making friends, and behavioural problems. On the other hand, early intervention can be extremely helpful and mitigate any effects of the delay or disorder.<\/p>\n\n\n\n<p>If you are worried about a child\u2019s language development, the first step is to talk to your GP \u2013 if you are not the child\u2019s parent, you may wish to tell the parents your concerns and suggest that they book an appointment. You don\u2019t need to try and diagnose the problem that the child is experiencing, but giving the GP or parents an idea of the symptoms would be useful.<\/p>\n\n\n\n<p>The GP will refer the child to a speech and language therapist, if necessary. The speech and language therapist can decide what can be done to help, and what the potential for change is (their <strong>speech therapy goals<\/strong>). They might give parents exercises to do with the child, or have one-to-one sessions with them.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/mother-and-child-talking-to-gp.jpeg\" alt=\"\" class=\"wp-image-51371\"\/><\/figure><\/div>\n\n\n<p><p id=\"strategies\">There are often long waiting times for intervention, so in the meantime it\u2019s important that you use all the strategies we will list in the next section to ensure that the child has as much support as they possibly can. Try to understand the problem thoroughly so that you can be empathic and make it easier for the child.<\/p>\n<a href=\"#backtotop\"><em>Back to Top<\/em><\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-strategies-to-support-language-development\">Strategies to Support Language Development<\/h2>\n\n\n\n<p>We have put together eight strategies that you can use to encourage children to develop their language. You may already use some of these strategies, or may need to change what you are doing slightly to maximise the learning opportunities you give to the children and babies around you. Whatever you can do will be helpful in giving them the best outcomes possible.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-1-be-a-good-role-model\">1. Be a Good Role Model<\/h4>\n\n\n\n<p>Since children often learn by observing and copying adults, you need to ensure that you are modelling good speech and language skills as much as possible, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaking slowly<\/strong>, so that children have time to process the information you give them, as well as clearly and calmly.<\/li>\n\n\n\n<li><strong>Using short sentences<\/strong> so that they aren\u2019t overwhelmed with language<\/li>\n\n\n\n<li><strong>Making eye contact<\/strong>, getting down to the child\u2019s level if necessary.<\/li>\n\n\n\n<li><strong>Modelling the right pronunciation and sentence structure<\/strong>, making sure to enunciate each word and sound \u2013 for example, it helps children learning to speak if you say \u2018going to\u2019 rather than \u2018gonna\u2019.<\/li>\n\n\n\n<li><strong>Not using \u2018baby words\u2019<\/strong> \u2013 children will need to learn the adult version from somewhere, and if you model it for them, they\u2019ll learn it more quickly.<\/li>\n\n\n\n<li><strong>Labelling objects and actions around you<\/strong> to teach them more vocabulary \u2013 for example, \u2018look at that dog!\u2019.<\/li>\n\n\n\n<li><strong>Listening carefully<\/strong> when children are talking to you \u2013 give them your full attention.<\/li>\n\n\n\n<li><strong>Not interrupting<\/strong> when they are speaking.<\/li>\n\n\n\n<li><strong>Giving them opportunities to respond<\/strong> by leaving pauses after your sentences \u2013 this helps them learn turn-taking in conversations, but also gives them time to think and anticipate your next sentence.<\/li>\n\n\n\n<li><strong>Making signs, gestures, or actions<\/strong> as you speak to help convey your meaning.<\/li>\n\n\n\n<li><strong>Using expressive language <\/strong>to discuss objects, actions, and emotions \u2013 for example, \u2018that\u2019s a beautiful picture!\u2019, \u2018look at that tall tower!\u2019. This will help children to expand their vocabularies.<\/li>\n<\/ul>\n\n\n\n<p>Being a good role model only requires you to adapt your behaviour slightly, and can have extremely rewarding results.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/dad-talking-to-child-on-his-level.jpeg\" alt=\"\" class=\"wp-image-51374\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-2-read-to-them\">2. Read to Them<\/h4>\n\n\n\n<p>Reading in early years is extremely effective for language development \u2013 it also has many other benefits, as you can find out in our article <a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/why-is-reading-important-for-children\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018Why is Reading Important for Children?\u2019<\/a>. Try to read books every day if you can \u2013 it is even useful for babies under six months, but is particularly effective as they get older.<\/p>\n\n\n\n<p>When you read, point to the words as you say them. This helps the children link the spoken word to the written word, and will aid their literacy development later on. Talk about each page to encourage the child to speak \u2013 for example, you could say \u2018that\u2019s a lot of food \u2013 what\u2019s your favourite food?\u2019.<\/p>\n\n\n\n<p>Engage them in the book by using intonation, pointing to pictures, and letting the child guess what will happen next. Toddlers might want you to read them the same book over and over again \u2013 this is great for getting them to really absorb the language, and testing whether they can finish the sentences for you. Alongside their favourites, read children books on different topics, particularly as they get older, so that they broaden their vocabularies. Talk about words that they aren\u2019t familiar with, asking them if they know what it means, and explaining it if not.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/adult-and-child-reading-together.jpeg\" alt=\"\" class=\"wp-image-51375\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-3-talk-together\">3. Talk Together<\/h4>\n\n\n\n<p>Naturally, talking to a child as much as you can will assist their language development. It\u2019s important to talk to them even when they can\u2019t talk to you \u2013 from birth, you should chat about what you\u2019re doing and ask them questions, responding to any gestures or noises they make as if they\u2019ve spoken a sentence. This teaches them how conversations work, and exposes them to lots of vocabulary and sentence structures to become familiar with.<\/p>\n\n\n\n<p>To make your conversations even more impactful, think about:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Talking to infants in a singsong, high-pitched voice<\/strong>. They are more likely to tune into this and listen to what you\u2019re saying, thus accelerating their language development.<\/li>\n\n\n\n<li><strong>Addressing them by name<\/strong> to get their attention before you speak (and teach them their name!).<\/li>\n\n\n\n<li><strong>Expanding what children say<\/strong> by repeating and building on it. For example, if they say \u2018car\u2019, you could say \u2018yes, look at that red car over there\u2019. Giving the child complete sentences helps them to learn more about grammar.<\/li>\n\n\n\n<li><strong>Using parallel talk and self-talk<\/strong>. Parallel talk involves talking about what the child is doing \u2013 for example, \u2018you are wearing a nice blue dress today\u2019 or \u2018you are playing with the toy giraffe\u2019. Self-talk involves talking about what <em>you <\/em>are doing, such as \u2018I am tidying up the toys because it\u2019s almost time to go home\u2019. This helps teach children to pay attention to cues and predict what will happen next.<\/li>\n\n\n\n<li><strong>Being positive<\/strong>. If children make an error with their language, you should still say \u2018well done\u2019 or \u2018yes\u2019 \u2013 it takes a lot of effort to learn to talk, and they will need lots of encouragement. You can then repeat what they said, correcting the error; they will learn gradually by hearing you produce the correct forms. For example, if a child says \u2018her got dog\u2019, you could say \u2018yes, she has a dog\u2019.<\/li>\n\n\n\n<li><strong>Choosing topics to work on each half-term<\/strong>. Some vocabulary will come up naturally in conversation, but by choosing a topic (such as daily routines, animals, body parts, food and drink, or colours) you could teach children even more words! The repetition of the same topic over a number of weeks will also make it more memorable.<\/li>\n<\/ul>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/adults-playing-with-children-and-toy-cars.jpeg\" alt=\"\" class=\"wp-image-51379\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-4-sing-with-them\">4. Sing with Them<\/h4>\n\n\n\n<p>Singing is particularly important for babies and younger children \u2013 it can really help their language development by supporting them in differentiating sounds, recognising rhymes, improving their memories, and broadening their vocabularies. Just as with reading, pause before the end of a song line, getting the children to fill in the gap \u2013 for example, \u2018twinkle, twinkle, little\u2026 (star)\u2019.<\/p>\n\n\n\n<p>You could make up your own songs, or ask older children to do so. If they\u2019re silly, the children might enjoy and remember them even more!<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-5-play-describing-guessing-and-turn-taking-games\">5. Play Describing, Guessing, and Turn-Taking Games<\/h4>\n\n\n\n<p>Games are great language activities that you can try out. You could try:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Getting the children to feel a hidden object and describe it so that the others can guess what it is.<\/li>\n\n\n\n<li>Playing \u2018what am I?\u2019, where you describe an object and the children have to guess it \u2013 for example, \u2018I have four legs and I\u2019m a pet, I like to bark\u2019.<\/li>\n\n\n\n<li>Playing I Spy.<\/li>\n\n\n\n<li>Sitting in a circle and taking it in turns to pass something around, only speaking when it\u2019s your turn. You could get everyone to answer a question (such as \u2018what is your favourite food?\u2019) this way. It also helps to build attention and listening skills, which are vital to good communication.<\/li>\n\n\n\n<li>Asking children to wait until you say \u2018go\u2019 to do something, such as knock down a tower or make lots of noise. Again, this improves their attention and listening skills.<\/li>\n<\/ul>\n\n\n\n<p>There are also lots of other games that could be just as fun as these suggestions \u2013 see what you can come up with!<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/nursery-games.jpeg\" alt=\"\" class=\"wp-image-51382\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-6-encourage-pretend-play\">6. Encourage Pretend Play<\/h4>\n\n\n\n<p>Pretend play helps children to broaden their vocabularies \u2013 you could get them to dress up as characters from their favourite book, make up their own stories, or try role-play using some simple props.<\/p>\n\n\n\n<p>During the play, encourage the child to name the objects that they\u2019re using and ask them questions like \u2018what are you doing now?\u2019, \u2018where\u2019s teddy\u2019s hat?\u2019. You could give them simple instructions within the play, such as \u2018put teddy down\u2019, making them more complicated for older children (\u2018make your dolly sit on the chair\u2019).<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-7-explore-rhymes\">7. Explore Rhymes<\/h4>\n\n\n\n<p>Rhymes are key for language development, just like singing. In addition to helping children to differentiate sounds and learn more words, rhymes increase phonological awareness skills and prepare children for learning to read.<\/p>\n\n\n\n<p>You could play games \u2013 such as coming up with a word that the children have to find lots of rhymes with \u2013 or make up poems together. Reading rhyming stories is another good way to incorporate it into everyday life.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"685\" height=\"295\" src=\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/03\/singing-mothers-and-babies.jpeg\" alt=\"\" class=\"wp-image-51385\"\/><\/figure><\/div>\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"h-8-create-a-language-rich-environment\">8. Create a Language-Rich Environment<\/h4>\n\n\n\n<p>To maximise opportunities for language development, ensure that the environment around you is conducive to good communication. This means:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Keeping it organised and uncluttered. <a href=\"http:\/\/usir.salford.ac.uk\/id\/eprint\/35221\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research<\/a> has shown that tidy rooms help children to learn better.<\/li>\n\n\n\n<li>Having displays on the walls that are colourful, include words, and are interesting to look at (but not overwhelming). This is useful for older children who might be beginning to match the spoken word with the written word.<\/li>\n\n\n\n<li>Having plenty of books available that are age-appropriate and appealing.<\/li>\n\n\n\n<li>Ensuring it isn\u2019t too noisy or there are \u2018quiet spaces\u2019 available. To develop communication skills, children need to be able to hear properly \u2013 you could use tents or dens to create areas where children could talk to each other, as well as making sure the general volume isn\u2019t too high when you have conversations.<\/li>\n<\/ul>\n\n\n\n<p>We hope that these eight strategies will give you a good starting point for supporting language development.<\/p>\n\n\n\n<a href=\"#backtotop\"><em>Back to Top<\/em><\/a>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<p><em>Language development in the early years is crucial for children\u2019s outcomes later on \u2013 by using supportive language strategies and learning to recognise potential problems, you can help them to achieve the best outcomes possible. We hope you have found this article helpful!<\/em><\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity is-style-wide\"\/>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"h-further-resources\">Further Resources:<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/supporting-speech-language-and-communication-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">How to Support Children With Speech, Language, and Communication Needs<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/supporting-speech-language-development-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">Supporting Speech &amp; Language Development In Early Years Course<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/why-is-reading-important-for-children\/\" target=\"_blank\" rel=\"noreferrer noopener\">Why is Reading Important for Children?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/social-development-in-children\/\">Promoting Social Development in Children Through Structured Group Play<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/curiosity-approach-in-early-years\/\">Curiosity Approach in Early Years: Importance and Ideas<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/courses\/education\/\" target=\"_blank\" rel=\"noreferrer noopener\">Education Training Courses<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/child-development-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">Child Development in Early Years<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/how-to-encourage-children-to-express-feelings\/\" target=\"_blank\" rel=\"noreferrer noopener\">How to Encourage Children to Express Feelings &amp; Emotions<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/promoting-positive-behaviour-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">Promoting Positive Behaviour in Early Years: A Guide for Nurseries<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/child-development-quiz\/\" target=\"_blank\" rel=\"noreferrer noopener\">Child Development Quiz<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.highspeedtraining.co.uk\/hub\/role-play-in-early-years\/\" target=\"_blank\" rel=\"noreferrer noopener\">Benefits of Role Play in Early Years: Advice for Teachers<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Parents and early years workers could play a significant role in helping to improve children\u2019s language development. Find some useful strategies here.<\/p>\n","protected":false},"author":41,"featured_media":51412,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[13535,81,80],"class_list":["post-51313","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-safeguarding","tag-early-years","tag-education","tag-teachers-and-parents"],"acf":{"schema_disabled":false,"schema_properties_FAQPage_question_answer":null,"schema_properties_HowTo_howto_tools":null,"schema_properties_HowTo_howto_supplies":null,"schema_properties_HowTo_howto_steps":null,"schema_properties_WebPage_cssSelector":null,"schema_sameAs_repeater":null,"schema_custom_json_repeater":null,"schema_custom_json_override":false},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v19.5 (Yoast SEO v19.12) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Early Childhood Language Development | Key Strategies<\/title>\n<meta name=\"description\" content=\"Parents and early years workers could play a significant role in helping to improve children\u2019s language development. 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