Literature and language activities for toddlers and pre-schoolers
Expressive language Expressive language in the early years includes words, grammar, and elaboration.
Words Expressive language is the spoken word. Adults help children extend their knowledge and vocabulary by using the names of objects and words of action (walk, run, jump) and feelings (happy, sad, mad). By describing objects in greater and greater detail, teachers give children new words that increase their skills. Children are then ready to learn that some words have more than one meaning (the word “orange”, for example, is both a colour and a fruit) and that different words can have the same meaning such as “ship” and “boat”.
Grammar Basic grammatical structure is learned as children generalise what they hear. Tey listen to adult speech patterns and use these patterns to organise their own language. It helps to hear simple sentences at a young age, with the words in the correct order. Next, children can grasp past tense as well as present, plural nouns along with the singular.
Elaboration of language Elaboration of language takes many, many forms. It is the act of expanding the language. Trough description, narration, explanation, and communication, adults elaborate their own speech to encourage children to do the same. For instance, communication for children includes talking to oneself and others. When a teacher verbalises a process aloud, children see how language helps them work through a problem. (“I am trying to get the plant out of its pot, but when I turn it upside-down, it doesn’t fall out by itself. Now I’ll use this shovel to loosen the dirt from the sides of the pot, and hope that helps.”) Communication with others involves giving and following directions. (“It’s time to make a choice for clean-up time. You find something to do and I’ll watch you.”) It means asking and answering questions. (“How do you feel when she says she won’t play with you? What can you say? What can you do?”) Sticking to the subject keeps communication flowing: “I know you want to play kickball, but first let’s solve this problem between you and Conor about the wagon.” Children are encouraged to communicate verbally with others as they see teachers using speech to get involved in play themselves: (“What a great house you have built. How do you get inside? Do you need any dishes?”)
Enjoyment To encourage language is to promote enjoyment in using it. Teachers converse with children, parents, and other adults, modelling for children how useful and fun language can be. Children learn to enjoy language by participating in group discussions and being encouraged to ask questions. Reading and listening to stories and poems every day is an essential part of any programme. Te programme should also include children’s literature and stories children dictate or write themselves.
Word play and rhyming are fun as well as educational. Group language games are useful, such as asking the question, “Did you ever see a bat with a hat? a bun having fun? a bee with …?” and letting the children add the rest. Begin a song, for instance, “Do you know the Muffin Man?”, and add the children’s names. Whatever contributes to the enjoyment of language supports its growth, from varying voice and tone to fit the situation (in storytelling, dramatic play and ordinary activity periods) to spontaneous rhyming songs.
8.3 Discuss how the educarer should evaluate language development
Educarers should have knowledge of speech and language disorders. Disorders of both receptive and expressive language can be detected early. Te perceptive teacher does a great service to children and parents by discovering potential problems.
What teachers say – and how they say it – is important. Moreover, it is oſten what they do not say that communicates the most to children in their struggle to gain mastery of the language. For instance, when a child is stumbling over a word or phrase, teachers must give the child the time to
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