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Language development and communication

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Language Development and communication overview. Learning to communicate overview from NC FELD pp. 88 - 103

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Language development and communication

  1. 1. Language Development and Communication North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.
  2. 2. Language Development and Communication Subdomains • Learning to Communicate • Foundations for Reading • Foundations for Writing
  3. 3. LDC Overview • Pp. 88 – 115 in NC Foundations for Early Learning and Development • Children are learning language and communication skills from birth • Children first learn receptive language – the ability to understand what others are communicating • Expressive language follows gradually • First begins as cries, facial expressions, and body language • Words come later and primarily begin with names of objects, people, and things • Larger vocabulary and correct grammar develop even later
  4. 4. LDC Overview 2 • Early literacy skills emerge gradually and develop sequentially • Infants and toddlers explore books; hear stories, songs, and rhymes; draw and scribble • Preschoolers retell stories in a variety of ways; learn letters and sounds; draw and scribble with more intentionality • Responsive relationships play a direct role in supporting development in language, literacy, and communication skills • Literacy skills are best taught in the context of daily activities rather than specifically.
  5. 5. LDC Overview 3 • Teachers must consider language, literacy, and communication skills for all children • Dual Language Learners need to speak their home language as well as English • Supports learning English • Helps children learn concepts more easily • Children with disabilities may need additional supports • Communication devices • Therapies • Continuing assessment of progress
  6. 6. Learning to Communicate Goals • LDC-1: Children understand communication from others • LDC-2: Children participate in conversations with peers and adults in one- on-one, small, and larger group interactions • LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood • LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly. • LDC-5: Children describe familiar people, places, things, and events. • LDC-6: Children use most grammatical constructions of their home language well • LDC-7: Children respond to and use a growing vocabulary
  7. 7. Learning to Communicate - Developmental Indicators • Note the progressive developmental indicators from infants through older preschoolers for each communication goal on pp. 93 – 99 in NC Foundations for Early Learning and Development • Receptive language is one of the earliest communication skills to emerge • Skills are generally stronger in a child’s home language if she is a Dual Language Learner • Quieter children need attentive caregivers to ensure they are progressing. • Children with delays will need additional supports to help him communicate
  8. 8. Learning to Communicate - Developmental Indicators (2) • Correct grammar develops over time • Grammar conventions may vary for Dual Language Learners. • First vocabulary is generally names of objects, people, and activities • Dual Language Learners develop their language in similar patterns but generally with their home language first • DLL may mix their words from one language to another
  9. 9. Learning to Communicate – Strategies for Infants and Toddlers • Model and imitate sounds and facial expressions with babies • Use “motherese” or otherwise respond to babies’ efforts to communicate. • Play simple games such as “peek a boo” and use animated voices and actions • Identify and listen to different sounds • Learn to say some words or phrases in a child’s home language if different from yours • Use audio recordings of family members’ voices • Use a large and varied vocabulary in correct context
  10. 10. Learning to Communicate – Strategies for Infants and Toddlers (2) • Describe your actions and activities with infants and toddlers • Match facial expressions and tone with what is being said • Understand that crying is an infant and toddler’s way of communicating. Make every effort to meet his needs. • Some difficult behaviors are developmentally typical for a child without words to express herself. Again, treat them as a child’s way of communicating. • Engage a child’s senses when communicating • Model correct use of language • Play with language through songs, rhymes, and finger plays
  11. 11. Learning to Communicate – Strategies for Preschoolers • Use animated, expressive and rich language – words, facial expressions, body language – with children • Speak slowly and clearly so that all children can understand • Enrich children’s language experiences by introducing new vocabulary and concepts and use them regularly in natural contexts • Provide clear instructions, use visual cues, and provide for wait time for children to understand and comply • Have extended conversations with children in groups and individually – use open ended questions, reflective listening and other strategies
  12. 12. Learning to Communicate – Strategies for Preschoolers 2 • Play with language and sounds with games, songs, rhymes, repetition, etc. • Model good social conversational skills • Model communication through a variety of avenues – signs, pictures, gestures, words, etc. • Support interactions with children who may have difficulty engaging with others (dual language learners, children with disabilities, shy children) • Help children expand on their thinking

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