Communication, Language and Literacy by Nichola Callander

By Nichola Callander

Verbal exchange, Language and Literacy introduces this region of the Early Years starting place degree (EYFS) helping young children elderly among 0-5 years to advance their conversation, language and literacy talents is brought in the context of the EYFS. A balanced method of the Early studying ambitions is inspired making sure that key ideas of fine early years perform are maintained and built, and the holistic improvement of the kid is promoted. This undemanding advisor will aid early years pros to: contemplate present perform and advance talents review the consequences of study for early years perform and provision advertise interdisciplinary teamwork among those that paintings with and help teenagers meet the various wishes of youngsters at assorted developmental levels and a long time help young children as they stream inside of and past the EYFS.

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Example text

Getting a book) Look! That’s a rabbit. (Turning the pages) That’s a pig. That’s a seep. (Mum is rocking Alfie and gently humming but looking at the book with Emily, nodding when she names an animal in the picture) Yes. Sheep. That’s a cow. That’s a bird. What sort of bird? Carrot. (laughing) Nearly! It’s a parrot. It’s a carrot parrot. T’eats carrots. I don’t think parrots eat carrots, Emmy. Yeh – eat carrots. Carrot parrot. Oh it’s a carrot parrot is it? Yes (laughing). Carrot parrot carrot parrot.

They understand conventional evil and good 43 44 Communication, Language and Literacy characters and can begin to structure their own stories using the conventions of story, such as a problem that needs to be solved. Adapted from TDA (2008, Session 9: 47) Storytelling Telling stories, rather than reading stories, is an excellent way of communicating with children. The eye contact, response to children’s facial expressions and body language and use of gesture draws the children into the world of the story.

I am using the term intellectual here to mean working together to solve a problem, evaluate an experience, define a concept or explore ideas. It involves the adult really tuning in to the child, showing a genuine interest and respecting the child’s ideas. These conversations are excellent examples of language for thinking and give the adult a wonderful insight into the child’s thoughts and developing concepts and understanding of the world. Case study 3 The teacher had been out pond dipping with two boys from the reception class.

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