Language learning is an individual journey for preschool children. They learn through imitation. As master imitators, they are able to use new words creatively after only hearing them once or twice. They begin to demonstrate reasoning abilities by figuring out the meaning of new words in context. In the progressive process of language learning, children explore language more independently after building a vocabulary foundation. Their intellectual curiosities increase as well during this stage. When given proper guidance, they will show important improvements in terms of language acquisition.
Children need language to communicate their needs, wants, feelings and opinions. Language helps children to build and maintain relationships with others, supports thinking and problem solving and enables them to learn about the world around them. Our role is to model language in meaningful contexts and take every opportunity for children to share their ideas, knowledge and understanding.
Within our curriculum we focus on Communication and Language and Literacy. Communication and Language is split into three areas: Listening and Attention; Understanding and Speaking. “Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.” Literacy focuses on the areas of Reading and Writing. “Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.”
(https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf)
Language Development
A child between 12-26 months will learn to talk and at 36 months onwards their aim is to communicate. Russian researcher, Lev Vygotsky recognises the process whereby children use social interactions to communicate. They learn to overcome obstacles and learn new skills so that between the ages of 4 to 6 years old they can share their thoughts with others. Practitioners and parents support children’s language development in a natural way, for example “You would like some juice?” and the child says, “Me want juice” or “We go” and you may say “Yes, we will go outside to play with your ball.”
While learning about language, children are also learning about their culture, expectations of their behaviour and how to communicate and interact with others.
(http://www.scholastic.com/parents/resources/article/stages-milestones/language-and-literacy-development-3-5-year-olds)
Between 2-3 years old: children can speak longer and more complex sentences with the correct pronunciation. They may also be able to play and talk at the same time.
Between 3-5 years old: children can hold more complex conversations. They may want to talk about a range of different topics that interest them and their vocabulary will continue to increase. They will also be able to tell you more entertaining stories as well.
Between 5-8 years old: children learn more vocabulary, learn how to put the sounds together and become better storytellers. They will begin to share their ideas and opinions.
(http://raisingchildren.net.au/articles/language_development.html)
Literacy Development
With writing, this includes children awareness of the sounds, phonological awareness in relation to writing. The development of their fine motor skills and their ability to hold a pencil to write the letters or characters correctly and an understanding of how to write them.
Writing Chinese characters is a highly complex skill, as it requires the learner to master its stroke order and structure by observing, analysing and splitting characters apart and then coordinating hand, eye and brain to correctly write them. It can be difficult for children under 6 years old, since preschool children’s hands are still developing and their finger muscles are becoming stronger.
At Wellington College Bilingual Shanghai Early Years setting, we will carefully prepare our children for writing when they are physically ready to do so. The preparation starts with developing their interests in learning about signs and Chinese characters and encouraging them to draw examples that they find in their surroundings.
With reading, children develop their understanding of stories. That every story will have characters, that something happens in the story and that there is a beginning, middle and end to the story and that stories have a setting, where the story takes place. Through re-reading stories and talking about them, children can remember what happens next and their imagination and creativity can develop in retelling stories and being able to change some of the characters or where the story takes place. Children’s developing imagination helps them to write their own stories.
Ways to support your child’s development
Communication with your child
- What you can do:
Copy the sounds your baby makes and don’t be afraid to use baby talk. This is when you speak more slowly, let your voice rise and fall, and repeat and emphasise words. This helps babies understand how language is put together.
- Sing with your child.
- Talk with your child about the everyday things you’re doing and seeing together. For example, ‘Let’s get the washing now’, ‘Look at the red bird’ or ‘Yum, what a nice lunch we’re having’.
- Talk about feelings and chat about whether your child is happy or sad. You can help by giving her words to describe her emotions. This can help her understand how others feel too.
- Share stories with your child. You could share funny or interesting stories from your childhood or tell your child about your family’s past. You could take turns creating a story together.
- Teach your child that words can be broken down into segments. For example, ‘man’ is made up of m-a-n. Also show how parts of spoken words can be blended to produce whole words. For example, r-u-n makes ‘run’.
- Listen to your child. Follow his lead and talk about things he brings up. If he asks a question, give him the chance to come up with answers before you step in. For example, if your child says, ‘What’s that box there?’, you could say, ‘What do you think it is?’.
- Create a language-rich environment through games. Play puppet games, role-playing or any fun games with your children and encourage them to talk during the games. Be careful not to correct their mistakes hastily, so as not to discourage them from using language.
- Encourage positive listening. By attracting children’s attention through fun reading and singing, parents can create opportunities for them to actively listen to the words you use and the way you pronounce them. Change of tones and intonations can help children form deeper retention and comprehension of words.
- Use polite words with your children. It’s important that adults set a good example in the setting and at home, providing children with a positive environment for learning to be polite. Say “please” to children when asking them for help. Say “thank you” when receiving their help.
Reading with your child
- shows her that books can give both pleasure and information
- helps her learn the sounds of letters in spoken language
- helps her understand that stories aren’t coming from you, but from the words on the page – this teaches her about how the printed word works
- helps her develop a larger vocabulary – books might use new or unfamiliar words
- improves her thinking and problem-solving skills
- can get your child thinking and talking about a new concept, an event or something that interests her.
What you can do
- Choose interactive books like lift-the flap books, touch-and-feel books or books with rhyming or repeating words. You can borrow lots of different types of books from the library.
- Encourage your child to hold the book and turn the pages. This helps him start to understand that the book should be a certain way up, and that pages are always turned in the same direction.
- Slide your finger underneath the words as you read them, pointing out each word. This shows your child that we always start on the left and move to the right when reading English. You could ask, ‘Where should I start reading on this page?’ or ‘Do you know this letter?’.
- Point out pictures and talk about the pictures your child points to.
- Make the sounds of animals or other objects in the book – have fun!
(http://raisingchildren.net.au/articles/developing_literacy.html)
