WF4 3.1 3.2 3.3 5.1 5.2

WF4 3.1 3.2 3.3  

Understand that there are ways to communicate with all children, appropriate for their stages of development

Readiness to Learn

Notes to be taken

bags and coats to hang up - Health and Safety

Water only 

lanyards to be worn

Urgent - Part timers

Hand in work

WF1, WF5, WF6 should now be handed in 

Recap Last Lesson we .........

Using your notes - what did we cover last lesson?

WF1 2.1  Reflect on prior learning and experience as appropriate to describe the role of the early years

educator in the following aspects:

● confidentiality

● information-sharing

● use of technology

● referring development concerns

● protecting self (for example, media and online presence)

● staff health and safety, including mental

● health and wellbeing support and supervision

Recap

Today we will........

3.1 Use examples to describe strategies for effective

communication with babies and children from birth to 5 years of age

3.2 Explain strategies for effective communication for babies and children with speech and language difference including:

• SEND or neurodivergent children

• children using English as an additional language (EAL)

3.3 Analyse the importance of valuing diversity, equality and inclusion, for effective communication and language development

an important quality or feature on which a particular thing depends or is based.

Learning outcome 1 

3.1 Use examples to describe strategies for effective

communication with babies and children from birth to 5 years of age

Why is it important in Early years?

Vygotsky’s Social Interaction Theory.

Lev Vygotsky’s Social Interaction Theory emphasises the crucial role of social interaction in cognitive and language development. He argued that language is not just a tool for communication but also a key driver of thought and learning. His theory highlights how children develop communication skills through social engagement, scaffolding, and cultural context.

The Role of Social Interaction in Communication Development

Vygotsky believed that children learn language through social interactions with caregivers, peers, and more knowledgeable others.

Verbal and non-verbal exchanges help children internalise language structures and meanings.

Social communication experiences shape a child’s ability to express thoughts, understand others, and engage in reciprocal conversations.

Example: A toddler learning to say “more” during snack time after hearing a caregiver model the word

The Zone of Proximal Development (ZPD) and Scaffolding

Zone of Proximal Development (ZPD): The gap between what a child can do independently and what they can achieve with guidance.

Scaffolding: Support from an adult or more knowledgeable peer helps the child progress within their ZPD.

When applied to communication, this means:

Adults model language by expanding on a child’s words.

Caregivers use questions, prompts, and encouragement to extend communication.

Over time, as skills develop, the support is gradually reduced, allowing the child to communicate independently.

Example: A child says “dog,” and a parent scaffolds by responding, “Yes, that’s a big brown dog. It’s barking!”

Private Speech and Inner Speech

Vygotsky identified private speech (self-directed talk) as a tool for cognitive and language development.

Young children talk to themselves aloud to problem-solve and process information.

As they grow, this private speech becomes inner speech—thinking internally without vocalising.

Example: A child assembling a puzzle might say, “This piece goes here… oh no, not that one!” before transitioning to silent problem-solving as they mature.

Vygotsky’s Social Interaction Theory.
How does this link to communication?

 The Importance of Play in Communication Development

Play is a social activity that enhances communication, imagination, and problem-solving.

Role-playing and pretend play allow children to practice new vocabulary and social rules.

Peer interactions help develop turn-taking, negotiation, and conversational skills.

Example: In a role-play activity, a child playing a shopkeeper practices phrases like “What would you like to buy?” and “Here’s your change.”

Cultural and Social Influences on Communication

Vygotsky emphasised that language development is shaped by cultural and social experiences.

Different environments expose children to varied ways of communicating, such as storytelling, songs, or specific language structures.

The language children learn is deeply connected to their social group, traditions, and interactions with adults.

Example: A child raised in a bilingual home may learn different phrases depending on which family member they are speaking to.

 Implications for Supporting Children with Speech and Language Differences

Use responsive interactions: Talk with children rather than just to them, encouraging back-and-forth exchanges.

Provide language-rich environments: Use storytelling, songs, and discussions to expose children to new vocabulary.

Encourage peer interactions: Group activities and partner work support language development.

Use scaffolding techniques: Repeat, expand, and model language at a level just beyond the child’s current ability.

Support private speech: Allow children to talk through tasks without rushing them.

The Hundred Languages of Children – Loris Malaguzzi (Reggio Emilia Approach)

Loris Malaguzzi’s concept of “The Hundred Languages of Children” is a central philosophy in the Reggio Emilia Approach. It emphasises that children express themselves and learn in a multitude of ways, beyond just spoken and written language.

Key Principles of the Hundred Languages:

Children communicate in diverse ways – Language is more than just words; children express their ideas through:

Speech and storytelling

Drawing and painting

Dance and movement

Music and rhythm

Drama and role-play

Construction and model-making

Exploration with nature and sensory play

Digital and technological media

Learning is multimodal – Encouraging multiple forms of expression helps children construct and deepen their understanding of the world.

Expression is interconnected – A child might explore an idea first through drawing, then through sculpture, and later through discussion, refining their thinking each time.

Adults must value and nurture these languages – Educators should observe, document, and support children’s self-expression rather than limiting learning to traditional literacy and numeracy.

Collaboration and dialogue matter – Children learn through social interaction and by sharing their ideas in different formats.

Loris Malaguzzi & the Reggio Emilia Approach

Loris Malaguzzi (1920–1994) was an Italian educator who founded the Reggio Emilia Approach, a highly influential model for early childhood education, emphasizing child-led learning and expressive communication.

Key Ideas on Communication and Language:

The "Hundred Languages of Children" – Malaguzzi believed that children communicate in multiple ways, not just through speech but also through art, movement, play, and symbolic expression.

Environment as the "Third Teacher" – The classroom and materials are carefully designed to stimulate interaction and language development.

Dialogue and Co-Construction – Learning is a social process, and children develop language through collaborative experiences with peers and adults.

Documentation as Communication – Reggio settings use visual documentation (photos, transcripts, and artwork) to capture and reflect on children's language and thinking.

 Both Bruner and Malaguzzi highlight the social and interactive nature of language development, with Bruner focusing on structured adult guidance (scaffolding) and Malaguzzi emphasising the child's agency in communication through multiple modes of expression.

Bruner
How does this link to communication?

Communication Strategies

Last week we looked at age and stage, now we are looking at different strategies to communicate with babies and children to  5 years 11 months

• Pre-linguistic Stage (0-12 months): Cooing, babbling, gestures. 
• First Words (12-18 months): Simile words like “mama,” “dada.”
  
• Two-Word Stage (18-24 months): Combining words for meaning, e.g., “want toy.”
  
• Telegraphic Speech (2-3 years): Forming short sentences, e.g., “I go park.”
  
• Complex Sentences (3+ years): Developing grammar and vocabulary.
  

Communication Strategies: Birth to 12 Months

Non-verbal communication (eye contact, facial expressions, touch)

• Responding to cries and coos (mirroring, soothing tones)

• Using a singsong voice (parentese)

• Introducing simple gestures (waving, clapping)

Example: Practitioner uses exaggerated facial expressions and gentle cooing.

Communication Strategies: 12 to 24 Months

• Simple words and repetition
  

• Encouraging turn-taking in ‘conversations’

• Expanding on a child’s words (e.g., 'Dog!' → 'Yes, a big red dog!')

• Use of picture books to introduce vocabulary

Example: Nursery worker repeats a child’s babbling and adds simple words

Communication Strategies: 2 to 3 Years

Encouraging choices (e.g., 'Do you want the blue cup or red cup?')

• Expanding sentences

• Introducing simple questions (‘What’ and ‘Where’)

• Using songs and rhymes to develop language

Example: Practitioner asks, 'What sound does a cat make?'

Communication Strategies: 3 to 5 Years

Encouraging storytelling and imaginative play

• Using open-ended questions (‘Why’ and ‘How’)

• Supporting problem-solving through dialogue

• Modeling full sentences and appropriate language

Example: Teacher asks, 'Why do you think the caterpillar turned into a butterfly?'

Learning outcome 2

3.2 Explain strategies for effective communication for babies and children with speech and language difference including:

• SEND or neurodivergent children

• children using English as an additional language (EAL

Strategies for Communication with SEND and Neurodivergent Children

Challenges:

Difficulty in verbal expression

Sensory processing differences affecting communication

Limited social communication skills

Strategies: Use of Visual Aids: Picture Exchange Communication System (PECS), visual schedules

Makaton and Sign Language: Using simple gestures alongside words

Simplified and Structured Language: Short sentences, clear instructions, speak slowly, repeat and rephrase,

Sensory-Friendly Communication: Reducing background noise, using calm and predictable interactions, gestures, pointing and body language. 

Model communication, Encourage turn-taking 

Ensure eye contact (if comfortable),Provide extra processing time 

Alternative and Augmentative Communication (AAC): Communication boards, electronic speech 

devices

Example: A practitioner uses visual cue cards to support a child in transitioning between activities.

Adapt communication style – Some neurodivergent children may struggle with loud voices or sudden changes in tone.

Use fidget tools or weighted items – Provides sensory feedback and supports concentration.

Follow the child's lead, use child centred approaches, build trust and positive relationship

Collaboration with Families and Professionals

Involve parents and caregivers – Share strategies for consistency at home and in settings.

Work with speech and language therapists (SLTs) – Ensure professional input for personalised support.

Train staff in communication methods – Equip educators with the skills to support diverse communication needs.

Encouraging Play-Based Learning

Use role-play and interactive games – Encourages natural communication development. Incorporate storytelling and songs Helps reinforce language skills in an engaging way. 

Provide choice-making opportunities –  

Encourages expressive language by letting children select toys, snacks, or activities

Positive Reinforcement and Patience

Acknowledge all communication attempts – Celebrate gestures, sounds, or approximations.

Be patient and flexible – Recognise that progress takes time and varies for each child.

Encourage social interaction – Use peer modeling to build confidence in communication.

Strategies for Communication with Children Using English as an Additional Language (EAL)

 Challenges:

Limited English vocabulary

Difficulty understanding and processing spoken instructions

Cultural differences in communication style

Strategies:

Use of First Language Support: Encouraging use of home language to build confidence

Non-Verbal Cues: Facial expressions, gestures, and body language

Repetition and Reinforcement: Repeating key words and phrases

Visual Supports: Labelling classroom objects with images and words in both English and home language

Peer Support and Buddy Systems: Encouraging social interaction with bilingual peers

Example: A bilingual teaching assistant helps translate key classroom phrases for a child learning English.

Learning outcome 3

3.3 Analyse the importance of valuing diversity, equality and inclusion, for effective communication and language development

Analyse - you will need to break down the subject into separate parts and examine each part. Show how the main ideas are related and why they are important. Reference to current research or theory may support the analysis
 

Analysis: The Importance of Valuing Diversity, Equality, and Inclusion for Effective Communication and Language Development

Valuing diversity, equality, and inclusion (DEI) is essential for fostering effective communication and language development in children. A supportive and inclusive environment enables all children—regardless of background, ability, or communication differences—to develop their language, social interaction skills, and confidence in expressing themselves. 

Valuing diversity, equality, and inclusion ensures that all children, regardless of background, ability, or language differences, have equal opportunities to develop strong communication skills. When practitioners create inclusive, culturally responsive, and language-rich environments, children feel safe, confident, and encouraged to express themselves. This leads to better cognitive, social, and emotional development, preparing children for future learning and social interactions.

Diversity in Communication Styles and Language Development

a) Multilingualism and Language-Rich Environments

Children from diverse linguistic backgrounds benefit when their home language is acknowledged and valued.

Exposure to multiple languages can enhance cognitive flexibility, problem-solving, and cultural awareness.

Bilingual children may code-switch between languages, which is a natural part of language development and should be encouraged rather than corrected.

Example: A setting that encourages children to use words from their home language in discussions alongside English fosters confidence and language growth.

b) Recognising Neurodiverse Communication Styles

Neurodivergent children (e.g., those with autism, ADHD, or speech and language delays) may communicate differently, using gestures, assistive technology, or alternative communication methods (AAC).

Flexible communication strategies support their ability to express needs and participate in conversations.

Example: Providing visual aids for an autistic child who struggles with verbal communication ensures they can express their thoughts effectively.

Equality and Fair Access to Communication Opportunities

a) Removing Barriers to Language Development

Not all children have equal access to rich language experiences due to socio-economic factors, disabilities, or cultural differences.

Early intervention and targeted support ensure that children at risk of language delays receive the help they need.

Providing assistive communication tools (e.g., Makaton, PECS, speech-generating devices) ensures all children have a voice.

Example: A child with a speech delay benefits from one-on-one storytelling sessions, supporting vocabulary growth at their own pace.

b) Addressing Bias in Language and Expectations

Low expectations based on gender, ethnicity, disability, or social background can limit language development.

Practitioners must challenge stereotypes and create an environment where all children feel empowered to communicate.

Positive role models from diverse backgrounds help children see themselves reflected in stories, discussions, and classroom activities.

Example: Encouraging both boys and girls to participate in storytelling and expressive language activities challenges gender-based assumptions about verbal skills

Inclusion and Its Role in Supporting Communication Development

a) Creating an Inclusive Learning Environment

Inclusive settings foster a sense of belonging, reducing anxiety that can hinder language development.

Adapted learning environments (e.g., quiet spaces for children with sensory sensitivities) support effective communication.

Group activities that promote peer interaction help develop turn-taking, listening skills, and confidence in speaking.

Example: A classroom that incorporates diverse books, multilingual labels, and culturally inclusive songs makes all children feel welcome and represented.

b) Encouraging Peer Communication and Social Interaction

Children learn language through social interaction (Vygotsky’s theory).

Encouraging mixed-ability group work allows children to model language for one another.

Buddy systems and cooperative learning activities support children who may struggle with verbal communication.

Example: A child with speech difficulties is paired with a supportive peer during role-play, increasing opportunities for meaningful communication.

 The Impact of a Culturally Responsive Approach

a) Valuing Home Cultures and Traditions

Recognising children’s cultural identities strengthens their sense of self and confidence in language use.

Sharing stories, songs, and traditions from different cultures enriches vocabulary and comprehension.

Children develop respect for different ways of communicating, fostering empathy and global awareness.

Example: A nursery that celebrates Lunar New Year, Eid, and Christmas exposes children to different cultural expressions of language.

b) Role of Families and Community

Engaging families in their child’s language development fosters consistency across home and school settings.

Workshops or home-learning activities that include parents/carers strengthen communication skills in both first languages and English.

Community involvement, such as inviting guest speakers from different cultural backgrounds, enhances real-world communication experiences.

Example: A setting invites parents to read stories in their home language, promoting bilingual development and valuing linguistic diversity.

WF4  5.1 5.2 

Be able to identify delays in communication development and describe appropriate support services for babies and young childrens

5.1 Explain ways the early years educator is able to identify delays in communication development

Early Years Educators play a vital role in identifying delays in communication development among children. Below are the ways they can identify these delays:

•  observing everyday interaction
• tracking development milestones
• using communication screening or checklists 
•                   https://www.gl-assessment.co.uk/assessments/products/wellcomm/
• engaging in conversations with children
• listening to parent concerns
• working with health visitors and specialists

Activity - group

Using the area given explain how the way can support the EYE to identify delays in communication development

present your finding on large paper for the rest of the group to see

Areas to observe

Communication development

this includes learning how to express thoughts feelings and needs

it involves verbal communication( spoken words)

non verbal communication (gestures, facial expressions, eye contact)

Key mile stones

Babbling by 6 months

First words by 12 months

Combining two words by 24 months

Speaking in short sentences by 3 years

Delays in reaching these milestones can signal a need for further investigation.

5. Engaging in Conversations

Educators engage children in age-appropriate conversations to observe:

Responsiveness to questions or prompts.

Ability to follow instructions.

Understanding of language concepts (e.g., size, quantity, or time).

6. Collaborating with Families

Educators maintain open communication with parents and carers to gather insights into a child’s development at home.

They may ask about:

How the child communicates needs or emotions.

Changes or regressions in language development.

7. Recognising Behaviours Indicative of Delays

Behavioural signs may include frustration, withdrawal, or acting out when trying to communicate.

A lack of interest in interacting with peers or playing pretend games may also indicate delays.

8. Noticing Associated Developmental Delays

Communication delays can be linked with broader developmental concerns, such as:

Delayed fine or gross motor skills.

Sensory processing difficulties.

Neurodevelopmental conditions such as autism spectrum disorder (ASD) or hearing impairments.

9. Working with Professionals

Educators may consult or refer children to specialists, such as speech and language therapists (SLTs), health visitors, or educational psychologists, for a more detailed assessment.

5.2 Describe appropriate support services for babies and children

Health visitors are trained nurses specialising in child development. They support families form pregnancy until the child reaches five years old. They provide advice on feeding, sleep routines immunisations and managing common illnesses.

GP ( General Practitioners) - A GP is usually the first point of contact for families with health concerns. They can refer to specialists for further assessments if needed

Paediatricians - are doctors who specialise in treating children and babies illnesses. 

Child Psychologists - these professionals support children's mental health concerns behavioural problems or emotional difficulties. They can help children manage anxiety depression trauma or developmental delays through therapies and counselling 

Speech and Language Therapists (SALT) - help children with communication difficulties. They provide strategies for improving speech clarity, understanding language, and building social interactions

                                           Now write describe how these services support babies and young children 

                                                                            part timers -    this is an outcome completed

what have you learnt today?

Did we achieve.....

3.1 Use examples to describe strategies for effective

communication with babies and children from birth to 5 years of age

3.2 Explain strategies for effective communication for babies and children with speech and language difference including:

• SEND or neurodivergent children

• children using English as an additional language (EAL)

3.3 Analyse the importance of valuing diversity, equality and inclusion, for effective communication and language development

5.1 Explain ways the early years educator is able to identify delays in communication development

5.2 Describe appropriate support services for babies and children

Next week ........

Half term no lesson