Communication, language and literacy

Handwriting
Handwriting (5 years).

Children show an interest in language and communication when they:

  • talk a lot
  • reguarly interact with other people (with or without speaking)
  • enjoy reading books, maps, catalogues or street signs
  • enjoy audio stories, the internet, apps or television
  • ask what symbols or text means
  • attempt to write letters or words, including their own name.

The EYLF

The Early Years Learning Framework states that "communication is crucial to belonging, being and becoming". Literacy and language help children and adults form friendships and fulfil their needs.

However, early childhood educators should remember that the EYLF is a play-based learning framework. Language and literacy competencies can be achieved through child-led play and a language-rich environment.

EYLF learning outcomes

The EYLF asks children to:

  • interact verbally and non-verbally with others for a range of purposes (5.1)
  • engage with a range of texts and gain meaning from these texts (5.2)
  • express ideas and make meaning using a range of media (5.3)
  • begin to understand how symbols and pattern systems work (5.4)
  • use information and communication technologies to access information, investigate ideas and represent their thinking (5.5).

Learning experiences

Use language and literacy

Use various forms of language and communication every day with your children:

Play spot the text

Play a game where children need to find text in the world around them. Children are surrounded by text in everyday life - posters, fridge magnets, shopping dockets, clothing, labels, food packaging. How many examples can you find?

Record audio and video

Children can record their own verbal stories using audio or video. The process will help them think about their own speech and what their voice sounds like. They can listen back to their own stories and record stories for other children to listen to.

Use walkie talkies

Even young toddlers will have fun with walkie talkies. They can use technology to experiment with sound, language, listening, talking and turn taking.

Listen to podcasts

Children can improve their listening skills through audio stories or podcasts. Some early childhood educators play stories during rest periods, but they are beneficial at any time of the day. Children can listen individually, in a small group, or as a whole class.

Try the radio station ABC Kids Listen. 

Document learning

Many early childhood professionals are vocal about wanting more time for programming. Try easing the load by involving children in their own learning documentation. Children can write, draw, take photos, and record audio and video.

Read about co-documenting children's learning on Interaction Imagination.

Play language games

  • One child says a category (e.g. animals) and another child says three things in that category.
  • Children take turns saying something they like or dislike.
  • Say a simple sentence and ask a child to repeat it back to you. As the game continues, make the sentences longer and more complex.
  • Name a word and ask a child to say its opposite (if you say "big", the child might say "small").
  • One child says an object and another child describes it using as many words as they can.
  • One child says a word and another child says another word that is related to it. This makes a great circle game.

Play question and guessing games

  • Give toddlers practice at verbally labelling objects. Hold a variety of familiar objects out to children and ask: "What is this?".
  • One child asks questions (e.g. "What's your favourite animal?") and another child answers them.
  • Tell children you are thinking of something. Encourage them to ask questions until they can guess what it is.
  • Play I spy with my little eye.

Play word structure games

  • Clap out or count the syllables in words.
  • One child says a word. Other children think of words that rhyme with it.
  • One child says a word. Other children think of words that start with the same sound.
  • Delete sounds and syllables from words (e.g. "horse" becomes "orse").
  • Make up silly words by adding two different words together (e.g. "dinosaur-cake" or "sock-fairy").

Practice handwriting

While formal handwriting lessons are not associated with a play-based curriculum, many children want to learn how to write. Handwriting can be a strong interest for children during the preschool years.

Educators can encourage children to copy the letters in their names or incorporate handwriting into their play.

Language-rich environments

  • Offer a wide range of fiction and non-fiction texts.
  • Offer dramatic play and storytelling toys like puppets and felt boards.
  • Turn on the captions if children watch television.
  • Tell stories daily in group times, yarning circles and spontaneous play.
  • Use signs and labels that are interesting and meaningful to children.
  • Use symbols and pattern systems in your displays, not just text.

Interactions

  • Take time to listen to children, even if it is a difficult and slow process. Allow time for long conversations with each child, even if it happens infrequently. You might learn something.
  • Be honest and authentic in discussions. If you don't know an answer to a child's question, say so. Find out the answer together.
  • Ask children open-ended questions.
  • When you plan a learning experience, also plan two or three great questions you will ask the children while they are engaged. 
  • Ask different children the same question. Ensure they know it is okay for each child to have different answers.
  • Give children enough time to answer questions, especially those who are quiet, shy or have language delays.

Events

Resources

Picture books

These picture books are about writing, communication or language or they frequently utilise rhyme, rhythm and repetition.

  • Animalia by Graeme Base
  • The Book with No Pictures by B. J. Novak
  • The Wonky Donkey by Craig Smith and Katz Cowley
  • Once Upon an Alphabet by Oliver Jeffers
  • Tikki Tikki Tembo by Arlene Mosel
  • The Cat In The Hat by Dr. Seuss
  • Did you take the B from my _ook? by Matt and Beck Stanton 
  • The Jolly Postman by Janet Ahlberg and Allan Ahlberg
  • My Mouth is a Volcano! by Julia Cook
  • Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault

Music