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Session 8

Element 7 - Child Development


manpreet.phagura@colchester.ac.uk 
Dawn.withams@colchester.ac.uk 
Session 8 
T - Level in Education and Early Years 
ZE30801
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Slide 1: Slide
MathematicsFurther Education (Key Stage 5)

This lesson contains 13 slides, with interactive quizzes and text slides.

Items in this lesson

Element 7 - Child Development


manpreet.phagura@colchester.ac.uk 
Dawn.withams@colchester.ac.uk 
Session 8 
T - Level in Education and Early Years 
ZE30801

Slide 1 - Slide

Learning objectives 
By the end of the session all learners will be able to: 
  • Clearly understand the difference between receptive language and expressive language. 
  • Consider how Jean Piaget &  Skinner's Operant conditioning theory to consider how language development can be supported. 
  • Create a development wheel to understand the different ages and stages of communication and language development. 

Slide 2 - Slide

Starter activity 

Today we be looking at the importance of language development and letter blending. 

Lets watch the video of how teaching phonical letter sounds can go wrong. 

We will then follow this up by discussion to share our thoughts. 

Slide 3 - Slide

3 way language development
can be supported in Early Years?

Slide 4 - Mind map

Communication and language development
Language development is one of the prime areas of the EYFS (2023) and considered an area of learning that supports the foundations of learning.

Skills in communication and language support children's social and emotional development, it allows them to develop attachments, feel secure and happy and confident in them selves. 

Children with delayed language development often demonstrate behaviour that resembles frustration due to the lack of ability to communicate how they are feeling.  

Slide 5 - Slide

1 reason why visual aids are important
when supporting language development?

Slide 6 - Mind map

Communication and language development
Receptive language - This term is used when children are listening and attempting to understand what is being asked. They are effectively 'receiving language'. Receptive language is key when successfully attempting to communicate effectively. 
For babies there first language is a new language so it will take them time to understand simply concepts. 

Expressive language - This term is used when children are able to communicate verbally, even if that is  just babble for young babies. When children and young people are expressive this can be both verbal and non verbal. 

Slide 7 - Slide

Lets create a timeline for communication & language  
Text book page 120

Slide 8 - Slide

Strategies for 0 -2 years

  • Sharing nursery rhymes with makaton.
  • Using receptive language 
  • Simple picture books ( sensory books)
  • Visual aids (puppets)
  • Good eye contact and facial gestures. 
  • Giving simple instructions  
  • Flash Cards 
  • Phonics
Strategies for 2 - 4 years

  • Sharing books 
  • Story Sacks and visual aids 
  • Engaging in child initiated activities 
  • Circle time 
  • Structure conversation in small groups 
  • Question and answer techniques 
  • Role playing 
  • Receptive language 
  • Higher order thinking skills (Semantics & Syntax)

Slide 9 - Slide

Strategies for 4 - 7 years

  • Modelling correct terminology 
  • Supporting higher order thinking 
  • Adjusting tone of voice, type of language and expressions.
  • Planning literacy based activities(e.g: word search)
  • Supporting extended vocabulary 
  • Descriptive language 
Strategies for 7 - 11 years
  • Opportunities for creative writing 
  • Visual tasks (story boards)
  • Group discussions 
  • Role play 
  • Introducing a wide range of concepts to extend vocabulary
Strategies for 11 - 19 years
  • Debates and discussions to promote higher order thinking skills 
  • Promoting Blooms Taxonomy. 
  • Wider research and extending own knowledge. 

Slide 10 - Slide

Higher order thinking skills
Phonology (Phonics) - Helping children understand letter sounds, often helping children spell words. However you must be careful as sometimes sounding out letters can make the word sound incorrect when put together. For example - C H A I N 

Semantics - Children begin to understand the meaning of words through the association of pictures. Often leading children to associate the word with a specific object. 

Syntax - Understanding how sentences are structured, helping them speak in full sentences and the correct arrangement of sentences. Often children struggle with context.

Slide 11 - Slide

How can we link theory?
Jean Piaget
Children's thinking develops over a period of time and become more abstract over time. 
He used the word schema toe explain how patterns of behaviour influence thinking processes. 
Piaget used the word egocentrism to define language development. 
For example: ' Babies cry' to meet their own needs. 
Children use Animism during role play to define their experiences. 
BF Skinner 
Behaviourist model of language 
Children develop language through external stimuli rather than it being an 'innate' process (born with).
Parent smiles at baby when babbling (external stimuli)
Baby then babbles more.

Slide 12 - Slide

Story Board Task 
You will each create story board sutiable for 3 year old based on on your favourite story. 

Yoour story board must be interactive and contain visuals to as promopts. 


Slide 13 - Slide