Communication and Language Workshop Wednesday 8th February 2017

Aims of the Session An overview of the EYFS Curriculum. To understand the EYFS expectations with regards to Communication and Language. To know what good quality communication and language looks like within the EYFS settings. Ideas as to how you can support your child at home.

Areas of Learning Prime Areas of Learning: Communication and Language Personal, Social and Emotional Development Physical Development Specific Areas of Learning: Literacy Mathematics Knowledge and Understanding of the World Expressive Arts and Design

The Early Years Foundation Stage Curriculum It is a play based curriculum. The main aims of the curriculum are to provide the children with quality play activities which enable the children to explore, investigate, discuss, question and gain first hand experiences. It helps to lay the foundations for their future journey through school.

Characteristics of Effective Learning

Personal, Social and Emotional Development. Within this area children are learning to: Develop a strong sense of themselves and others Build positive relationships Develop social skills Manage their feelings and behaviour Develop confidence in their abilities

Communication and Language Within this area children are learning to: Develop their confidence and skills in expressing themselves Speak and listen in a range of situations

Physical Development Within this area children are learning to: Become active and interactive Develop their co-ordination, control and movement (Outdoor area) Understand the importance of physical activity and to make healthy choices in relation to food. Dress themselves

Understanding the World Within this area children are learning to: Understand the physical world Understand their community Find out about people, places, technology and the environment

Expressive Arts and Design Within this area children are learning to: Explore and play with a range of materials Share their thoughts and ideas through art, music, movement, dance, role-play and design and technology.

Literacy Within this area children are learning to: Link sounds and letters (phonics) Read Write

Mathematics Within this area the children are learning to: Count, recognise and order numbers To make calculations Recognise, shapes, patterns To use mathematical vocabulary.

Poor communication skills impact on… Educational achievement Behaviour/vulnerability Mental health Vocabulary at 5 is a powerful predictor of GCSE achievement 2/3 of 7-14 year olds with serious behaviour problems have language impairment 40% of 7-14 year olds referred to child psychiatric services had a language impairment that had never been suspected Employability Criminality 47% of employers say they can not get recruits with the communication skills they need 65% of young people in young offender institutions have communication difficulties

The importance of speech

Activity 1- Spaghetti and Marshmallow Tower Challenge

Ages and Stages Speaking At 30-50 months: • Beginning to use more complex sentences to link thoughts (e.g. using and, because). • Can retell a simple past event in correct order (e.g. went down slide, hurt finger). • Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. • Questions why things happen and gives explanations. Asks e.g. who, what, when, how. • Uses a range of tenses (e.g. play, playing, will play, played). • Uses intonation, rhythm and phrasing to make the meaning clear to others. • Uses vocabulary focused on objects and people that are of particular importance to them. • Builds up vocabulary that reflects the breadth of their experiences. • Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

Ages and Stages At 40-60 months: Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. • Uses language to imagine and recreate roles and experiences in play situations. • Links statements and sticks to a main theme or intention. • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. End of Reception: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Activity 2- Make a Duplo Model

Ages and Stages Listening and Attention: At 30-50 months • Listens to others one to one or in small groups, when conversation interests them. • Listens to stories with increasing attention and recall. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Focusing attention – still listen or do, but can shift own attention. • Is able to follow directions (if not intently focused on own choice of activity). At 40-60 months Maintains attention, concentrates and sits quietly during appropriate activity. • Two-channelled attention – can listen and do for short span. By the end of Reception Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond. Ages and Stages

Activity 3- Follow the instructions

Ages and Stages Understanding At 30-50 months Understands use of objects (e.g. “What do we use to cut things?’) • Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. • Responds to simple instructions, e.g. to get or put away an object. • Beginning to understand ‘why’ and ‘how’ questions. At 40-60 months • Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes. • Able to follow a story without pictures or props. • Listens and responds to ideas expressed by others in conversation or discussion. End of Reception Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Common speech mistakes Can I go toilet? I got somefink at the shop I go Harrow. II goed park. II done it. done it Her doesn’t have one. I plays with my friend. You come my house.

Areas of Learning Prime Areas of Learning: Communication and Language Personal, Social and Emotional Development Physical Development Specific Area’s of Learning: Literacy Mathematics Knowledge and Understanding of the World Expressive Arts and Design

Maths Vocabulary

Library Nursery Library

Tips to help at home Read to your child and visit the library as often as possible. Correct speech mistakes by modelling back the correct language. Encourage your child to explain what they want and need using complete sentences. Ask your child questions about what they are doing whilst they play.

Keep Talking!