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Westfield Nursery School
Westfield Road Dunstable Bedfordshire LU6 1DL Tel: 01582 608650 Email: [email protected] Head Teacher - Mrs Elizabeth Collins |
COMMUNICATION AND LANGUAGE
The development of children’s spoken language underpins all the other areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have throughout the day in a language-rich environment is crucial. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
HOW YOU CAN HELP
By two years children should be able to...
-Use up to 50 or more single words e.g. ‘no’, ‘book’, ‘biscuit’
-Be starting to put short sentences together
-Be starting to ask simple questions
-Understand between 200 and 500 words
What can you do to support?
-Comment on what they are doing .e.g. ‘You are building a tower.’
-Wait for them to speak and respond to what they say.
-Join in their play, following their lead.
-Have a conversation everyday
-Use up to 50 or more single words e.g. ‘no’, ‘book’, ‘biscuit’
-Be starting to put short sentences together
-Be starting to ask simple questions
-Understand between 200 and 500 words
What can you do to support?
-Comment on what they are doing .e.g. ‘You are building a tower.’
-Wait for them to speak and respond to what they say.
-Join in their play, following their lead.
-Have a conversation everyday
By three years children should be able to...
-Use up to 300 words
-Use words to describe what things look like e.g. ‘big’, ‘soft’, where things are e.g. ‘under’, ‘on’ or how many e.g. ‘lots’
-Refer to something that has happened in the past
-Put 4 or 5 words together in a sentence e.g. ‘Me want more juice.’ ‘I want my coat.’
-Understand longer instructions e.g. ‘Put away your lunchbox and hang up your coat.’
What can you do to support?
-They enjoy spending time with other children and adults.
-Keep the talk going by nodding, smiling and encouraging. Make comments e.g. ‘Wow’, ‘really,’
-Share books and talk about the story.
-Add words to their sentence e.g. If they say ‘car, ramp, fast.’ You say ‘The car goes down the ramp fast. Wow!’
-Enjoy a variety of songs and rhymes.
-Use up to 300 words
-Use words to describe what things look like e.g. ‘big’, ‘soft’, where things are e.g. ‘under’, ‘on’ or how many e.g. ‘lots’
-Refer to something that has happened in the past
-Put 4 or 5 words together in a sentence e.g. ‘Me want more juice.’ ‘I want my coat.’
-Understand longer instructions e.g. ‘Put away your lunchbox and hang up your coat.’
What can you do to support?
-They enjoy spending time with other children and adults.
-Keep the talk going by nodding, smiling and encouraging. Make comments e.g. ‘Wow’, ‘really,’
-Share books and talk about the story.
-Add words to their sentence e.g. If they say ‘car, ramp, fast.’ You say ‘The car goes down the ramp fast. Wow!’
-Enjoy a variety of songs and rhymes.
By four years children should be able to...
-Ask and answer lots of questions using what, where and why.
-Use longer sentences and link sentences together e.g. ‘I had pizza for tea and then I played in the garden.’
-Understand and use colour, number and time related words.
-Start to like simple jokes.
What can you do to support?
-Give longer instructions for them to follow.
-Make up a story together. Think of a character- where do they live? What do they do? Are there any mishaps? What happened in the end?
-Think of words that belong to the same category e.g. animals, fruits, football teams, dinosaurs.
-Play around with words and sounds, e.g. think of words which start with the same sound.
-Ask and answer lots of questions using what, where and why.
-Use longer sentences and link sentences together e.g. ‘I had pizza for tea and then I played in the garden.’
-Understand and use colour, number and time related words.
-Start to like simple jokes.
What can you do to support?
-Give longer instructions for them to follow.
-Make up a story together. Think of a character- where do they live? What do they do? Are there any mishaps? What happened in the end?
-Think of words that belong to the same category e.g. animals, fruits, football teams, dinosaurs.
-Play around with words and sounds, e.g. think of words which start with the same sound.
Speech and Language Play
-Read, read, read! Use a range of books: Fiction, non-fiction, rhyming books, nursery rhymes + songs, lift the flap, textured books, counting and alphabet.
-Order pictures e.g. life cycle of butterfly/ getting dressed.
-Magnetic letters- Use the letters to write the letter shapes in sand/ rice/ shaving foam, make the letters out of play dough. Learn the sounds, learn the letter names, spell your name, make simple three letter words, order the letters.
-Find a picture- Talk about who the characters are, what they are doing and why they are doing it.
-Read, read, read! Use a range of books: Fiction, non-fiction, rhyming books, nursery rhymes + songs, lift the flap, textured books, counting and alphabet.
-Order pictures e.g. life cycle of butterfly/ getting dressed.
-Magnetic letters- Use the letters to write the letter shapes in sand/ rice/ shaving foam, make the letters out of play dough. Learn the sounds, learn the letter names, spell your name, make simple three letter words, order the letters.
-Find a picture- Talk about who the characters are, what they are doing and why they are doing it.
SIGNPOSTING
If you are concerned about your child talking please take action as soon as possible.
Visit https://childspeechbedfordshire.nhs.uk/
Visit https://childspeechbedfordshire.nhs.uk/
