The document discusses the critical role of communication in early childhood care and education, emphasizing its importance for brain development and learning. It outlines the various modes of interaction between caregivers and children, highlights strategies for promoting oral language, reading, writing, and math readiness, and stresses the significance of a well-organized learning environment. It also provides guidance on setting up supportive classroom spaces and selecting appropriate learning materials to foster children's development.

1. Communication
in ECCE
Rahul Gupta Bhaya
Consultant , Early Childhood Care n Education
Kolkata, India

2. Building Blocks of the Brain in Early
Childhood and how Communication
happens

3. Early Experience
Increase in Synaptic
Connections
Brain Architecture
Develops
Repeated Early
Experiences
Strengthens
Connection and
Pathways
Repetition of
communication in any mode
helps children to learn
best : Play, Story-telling,
activity based learning, any
type.

4. Neuron: The Building block of brain

5. What kinds of experiences foster brain
development & communication skill
Synaptic Density: Synapses are created with astonishing speed in the first three years of
life. For the rest of the first decade, children’s brains have twice as many synapses as
adults’ brains.
Drawings supplied by H.T. Chugani

6. Importance of communication in Early Childhood
… WHAT DOES RESEARCH SAY?

7. Facts on brain development
• 100 billion neurons (brain cells) are present at
birth.
• At birth the number of synapses (neural
connection is 2500 per neuron but increases to
15,000 by 2-3 years)
• During the first six years of life 90% of a
person’s brain is developed
• In the first few years of life, 700 new neural
connections are formed every second.
CECED, Ambedkar University Delhi

8. Communication in Different Modes

9. Interaction
STANDARDS INTERACTION
Adult-Child
Interaction
❖ Teacher greets every child on arrival & departure
❖ Children greet the teacher on arrival & departure
❖All children are treated equally with respect, affection and care
❖ Caregivers do not use physical punishment or verbal abuse to discipline
children
❖ Caregivers appreciate the cultural/ social and religious diversity of the
children and promote tolerance and unity
❖ Caregivers/teachers demonstrate sensitivity & awareness regarding needs
of children with special needs
❖ Children with special needs are encouraged and enabled to participate in
the learning environment
❖ Children approach the teachers/ caregivers freely at any time
❖ ECCE Teachers/Caregivers do not demonstrate any bias related to gender,
caste or class
❖ Caregivers encourage children to think, reason, question and experiment
during the day
❖ Meaningful interaction with their teachers during meal/snack time

10. Std-1: Interaction
STANDARDS INTERACTION
Child –Environmental/
Material Interaction
❖ Availability of varieties of equipment/ materials for indoor
learning/play activities
❖ Access and use of age appropriate learning materials and adapted
to children’s developmental needs.
❖ Opportunities provided for children to explore materials, use in
learning concepts, develop and practice skills.
❖ Opportunities given to play with things available in nature.
❖Locally made learning materials available and used by children.
❖ Children can access the play and learning material freely
Children take care of the material and put the material back at the
designated spot

11. Communication towards School
Readiness
(4 to 6 yrs)

12. Content of the Communication for School
Readiness
• Oral Language Development
• Reading Readiness
• Writing Readiness
• Math Readiness/Early numeracy
• Science Experiments

13. Language Matrix
Listening
(Process, Understand,
interpret and evaluate
spoken language in various
situation)
Speaking
(Engage in oral communication in a
variety of situations for a variety of
purposes and audiences)
Reading
(Process, interpret, evaluate written
language, symbols and text with
understanding)
Writing
(engage in written
communication in a
variety of forms for a
variety of purposes and
audiences)
Language

14. Oral Language Communication
• It is the foundation of
literacy development.
• Children say first word
between 12-18Months
age.
• Begin to use complex
sentence by the age 4-4
½ yrs.

15. Importance of Oral Language
Communication
• It involves speaking and listening
• Children who develop strong oral language skills during the
preschool years create an important foundation for their
later achievements in reading, especially reading
comprehension.
• Children who lag behind their peers in language
development are at high risk for later reading difficulties.
• Vocabulary knowledge is strongly related to reading
proficiency and overall academic success.

16. 1.Vocabulary Enrichment
Processes:
• Thematic Open Conversation
• Chart based Open Conversation
• Guessing game
• Matching activity
• Naming

17. 2.Rhymes
Processes:
• Rhymes telling and listening
• Vocabulary enrichment from rhymes
• Question answer session from rhymes
• Practice of rhyming words

18. 3.Story
Processes:
• Vocabulary Enrichment from story
• Question answer session from story
• Drawing from story
• Role play from story
• Shared writing from story

19. Development from oracy to literacy

20. Emergent Literacy
• Child acquires (somewhat automatically) some language,
reading and writing skills before starting school when
adequate and appropriate exposure to language is provided.
• When these skills starts developing/ emerging in a child
she can be considered developmentally ready for formal
literacy instruction
• The process of language development culminating into
emergent literacy eventually builds a strong foundation for
future language development of the child.

21. Basic components of emergent Literacy:
• Motivation towards print material
• Vocabulary
• Print Awareness
• Narrative skills
• Letter Recognition
• Phonemic Awareness

22. Reading Readiness
• Developing reading skills at an
early age exposes children to
words, ideas and text before
entering school.
• Reading with young children is an
easy way to connect with them
and teach them invaluable words
and language skills.
• Preschool-age children learn
numbers and counting, shapes,
colors, animals and words that
vital to their early education.

23. Activities for reading readiness
• Sound consciousness
• Letter recognition
• Letter sound relationship
• Pretend reading
• Shared reading

24. Writing Readiness
• It is the fundamental skill
children need to develop
before they are able to
write
• It helps the child to
develop the ability to hold
and move a pencil
fluently and effectively
and produce legible
writing.

25. Activities for writing readiness
• Scribbling, drawing and writing from scribbling
• Pretend writing
• Shared writing
• Pattern making from dot joining
• Coloring

26. Math Readiness/Early Numeracy

27. Activities for early numeracy
• Counting
• Pattern making
• Concept of measurement
• Concept of whole and part
• Concept of simple addition and subtraction
• Graph

28. Science Experiments

29. Young children are naturally curious about the world
around them. Teaching science to preschoolers can enhance this
interest and help little ones to learn to explore their environment.
Hands-on science activities, experiments and projects allow the
preschooler to make discoveries about natural phenomena, the
outdoors and other scientific concepts. By engaging the young child
in science exploration activities the preschool teacher can help young
children to focus on the discovery process and possibly even decrease
unwanted behaviors. Simple activities and experiments that help the
children learn different properties of different objects can be done
with them. E.g. sinking and floating, classification of leaves, mixing
colours into water, heating metals and non-metals etc.

30. Key Aspects of the Teacher’s Role
Creating a Caring
Community of
Learners
Teaching to
Enhance
Development and
Learning
Planning
Curriculum to
Achieve Important
Goals
Assessing
Children’s
Development and
Learning
Establishing
Reciprocal
Relationships with
Families

31. Communication through outdoor play
• It provides a space for play, exploration and social
interactions.
• It is mandatory that all children have the opportunity to
engage in daily outdoor physical activity.
• A specific time must be set aside every day for break
time and for outdoor play/activities.
• This time can be effectively used for free choice of play
• It is important that the learning materials are modified
for children with special needs.

32. Classroom Management and
Use of Material
for better Communication

33. SETTING UP AN EARLY CHILDHOOD CLASSROOM
• The ECCE classroom arrangement must be flexible, which
can be adjusted to lesson plans and activities
• Large group activities include - singing, storytelling etc
• Smaller group activities include drawing, blocks etc.
• It should also have learning/activity ‘corners’ - creative
corner, book corner, game corner, drawing etc.
• It would facilitate play according to child’s interests

34. SMALL GROUP ACTIVITIES

35. LARGE GROUP ACTIVITIES

36. LEARNING/ACTIVITY CORNER
• A physical space is divided so that children can explore
things, experiment and pursue their own interests
• Learning corners are established places in the
classroom with resources that actively engage children
and AWW may change according to the theme/ topics
• Young children learn a great deal by interacting with
objects in their surroundings
• They are curious, love to explore and experiment with
objects and learn from such experiences.

37. ACTIVITY CORNERS
• Reading and Story Book Corner
• Dramatic Play corner
• Puzzles and Block Corner
• Creative Art Corner
• Writing Corner
• Science Corner
• Music Corner

38. DISPLAY
• It is essential to display children’s artwork on the wall.
• This helps children to remember activities in which they
participated and fosters their self-esteem
• They feel their work is valued.
• Parents feel proud of their children and take a more
active interest in their education when they see their
children’s work displayed in the centre.
• All displays should be at children’s eye level.

39. FURNITURES and MATS
• Furniture in the classroom must be child-sized
• Children feel comfortable sitting and working on them.
• It should have rounded edges and height should be of
child’s height so that they use their hands freely.
• Colourful mats can be used to mark the sitting area.
• Children must feel comfortable as they sit on the mat .

40. SHELVES
• Shelves should be low in height and hold
manipulative toys, puzzles and other learning
materials for children to explore.
• Children must have easy access to these resources.
• Storage shelves can be used to separate learning
corners to clearly mark boundaries.

41. LEARNING MATERIALS
• Developmentally appropriate play materials to foster all round development should be
available at the ECCE centre
• The materials should be safe, clean and in good conditions.
• Sufficient quantity should be available to work in small groups and it should be easily
accessible to the child.
• The materials should promote gross and fine motor development and help the child to
discover and explore, construct and social interaction along with creative expressions
through arts, painting, etc.
• The materials and teaching strategies should be differentiated on the basis of children’s
needs and context.
• Materials which can be adapted for meeting diverse abilities and multi-purpose usage should
be given preference.
• The materials should be differentiated on the basis of child use, teacher use and home use.
• AWW should be encouraged to develop learning materials using resources available. Parents,
local toy makers, craftsperson and other community members may be involved to create play
materials for children.

42. Item Name:
Lacing Aid
9/22/2020 42
Item Name: Tree &
Animal Jigsaw

48. Thank YouThank You