Talk

Front 1

McLeod, (2011)

Back 1

‘ECaT is a national priority focusing on strengthening children’s early language development by improving the skills and expertise of Early Years educators so that they are better able to support the development of young children’s speaking and listening skills.’ (McLeod, 2011)

Front 2

McLeod, (2011)

Back 2

Each policy holds as its basic principle that oral language skills are the building blocks on which future literacy and development are based. Each highlights the growing evidence of poor and less developed speech and fundamental communication skills in children starting school, which as Better Communication reinforces, is up to 50% of some socioeconomically disadvantaged populations. (McLeod, 2011) (Stresses the importance of the role of parents and educators in disadvantaged areas in particular need the extra support)

Front 3

McLeod, (2011)

Back 3

Parents & Educators: Importance of skilled carers and educators in terms of child’s language development: As a means of supporting children’s communication skills, there is the agreed understanding of the crucial necessity for skilled, reflective carers and educators as part of teaching alongside an understanding that high-quality provision needs to focus on encouraging interaction, which as each policy identifies, requires high-quality training. (McLeod, 2011)

Front 4

McLeod, (2011) / Jones & Hudson, (2012)

Back 4

Speaking & Listening neglected on the curriculum: Not only is the focus of the curriculum to a certain extent still on the core areas of literacy rather than communication and language, it is also neglecting the one crucial area necessary in the process of becoming competent communicators, namely speaking and listening. (McLeod, 2011) (Jones & Hudson, 2012) Touch upon this too. More focus on English and Maths

Front 5

Jones & Hudson, (2012)

Back 5

Educators: ‘The teacher’s role is important within the classroom to manage social relations and they act as a role model for excellent spoken language. They should provide children with opportunities to use and explore language and communication and spend time in discussions with the children’ (Jones & Hudson, 2012)

Front 6

Jones & Hudson, (2012)

Back 6

‘Teachers need to reflect on the kind of speaking and listening that they promote in the classroom. Presentational talk and exploratory talk are types of communication in the classroom. Teachers should promote free speech and let children discuss things together with the teacher or without and listen to each others feedback and responses.’ Group Work ‘Special attention for children who do not speak English’ (Jones & Hudson, 2012)

Front 7

Jones & Hudson, (2012)

Back 7

Educators and Parents: Providing different audiences: Invite other classes, teachers, parents to observe speaking and listening (Jones & Hudson, 2012)

Front 8

Dawes, (2011)

Back 8

Educators: ‘Creating a speaking and listening classroom: Talk about talk for learning with the children, Teach about and use exploratory talk when talking to the class, Include time for discussion and talk in the day, Get children to work in groups to discuss’ (Dawes, 2011)

Front 9

Dawes, (2011) / Gray & MacBlain, (2012)

Back 9

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Front 10

Dawes, (2011)

Back 10

Whole class discussions on the carpet encourage children to tell the teacher what they already know, share their ideas and give them new information and things to think about (Dawes, 2011)

Front 11

Dawes, (2011)

Back 11

Educators: Important to let children speak out loud and to voice their ideas and negotiate with others through talk – by using their speaking and listening skills the children will have confidence and practice and value their own voice – for some children the classroom may be the only place the have the chance to do so (Dawes, 2011)

Front 12

Grugeon & Dawes, et al., (2005)

Back 12

Parents: The importance of the home and community, children develop into competent speakers and listeners with their unique family narratives – children have access to a variety of materials: TV, film, video, music, computer games, mobile phones and written texts. (Grugeon & Dawes, et al. 2005)

Front 13

Grugeon & Dawes, et al., (2005)

Back 13

Parents: The unofficial materials that they see at home will be useful when they are in the classroom – they are part of their developing literacy practices and through recontextualising they will weave these materials and what they have learned at home with parents into the school context (Grugeon & Dawes, et al. 2005)

Front 14

Grugeon & Dawes, et al., (2005)

Back 14

Home to School Transition: ‘There is a shift from home to school for 4-5 year olds and the language implications of this change of environment (Grugeon & Dawes, et al. 2005)

Front 15

Grugeon & Dawes, et al., (2005)

Back 15

Parents: ‘Any understanding of the way children and adults use language at home and at school must be grounded in the ways in which language itself develops and in the very nature of talk. – Speech is a normal part of behaviour – Talk is not like reading and writing and is a natural process that is hard to track and assess – Develops with the parents initially (Grugeon & Dawes, et al. 2005)

Front 16

Huang, (2013)

Back 16

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