Being physically close, making eye contact, using touch or voice all provide ideal opportunities for early 'conversations' between adults and babies, and between one baby and another.
Find out from parents how they like to communicate with their baby, noting especially the chosen language.
Learn and use key words in the home languages of babies in the setting.
Share stories, songs and rhymes from all cultures and in babies' home languages.
Maintain face-to-face contact, looking at babies as you talk about what they are doing. You might say "Was that a yawn? You're tired!".
Share quiet moments together - this allows babies to enjoy the intimacy of looking at each other and to learn about other people and themselves.
Respond by lifting and soothing babies when they cry - this helps them to learn that they are communicating their needs to you.
Comment when babies move or make a sound, for example, when they burp, you might say "Do you feel better now?".
Use touch - stroking, tickling and cuddles are all important parts of early communication. They help babies to enjoy being with you and listening to you.
Listen out for different cries indicating hunger, wetness and tiredness. Respond to what you understand babies to be communicating in this way.
Make it clear when you are talking to a child by using their name or by touching their arm.
Copy the sounds, mouth movements and facial expressions babies make while they are looking at you. Sometimes babies will begin to copy you too.
Think about how some routines such as nappy changing and feeding start to have game elements with repeated patterns (maybe tickles) and comments such as "You! Are you laughing at me? Are you?".
Remember to leave pauses or gaps in your 'conversation' with babies so that they can do something to begin taking a turn.
Think about how you talk and use child directed speech, with short, simple sentences and repetitive words or phrases. Vary your intonation patterns and use animated facial expressions to attract and maintain the attention of babies and children.
Enjoy anticipation rhymes and games together, for example, hiding your face and building expectation such as "Boo!" or "Here I come".
Interpret and give meaning to the things young babies show interest in
Encourage playfulness, turn-taking and responses, including peek-a-boo and rhymes.
Try singing while feeding and bathing babies.
Rock babies rhythmically to songs, music and good-night routines.
Make your voice fun to listen to by varying your intonation and facial expressions. Use stress and intonation to highlight parts of speech, for example, "What a good girl!".
Use higher pitch and vary your pitch to attract babies' attention. Add contrast to your speech, for example put higher pitch and emphasis on "Up we go!" and "Down the stairs".
As you walk around with a baby in your arms, talk about the different sounds you hear in the setting.
Talk to babies in quiet situations. It's more difficult for them to hear your words in a noisy environment.
Copy the sounds the baby makes.
Repeat familiar words and phrases, such as "Here's your milk", "Where's your Mum? Ooo, there she is!".
Play with sound-making toys, such as rattles and drums and other noisy things around the setting.
Repeat rhymes and play routines, as babies will enjoy listening to the patterns of your speech.
Play music to and with babies.
Share books with babies, repeating key phrases and noises as you do so.
Use finger play, rhymes and familiar songs from home to support young babies' enjoyment.
Talk about the random marks young babies make, showing them that you value what they do.
Place young babies where they can focus on and grasp toys, and wriggle and roll freely.
8-20 Months
Try to 'tune in' to the different messages young babies are attempting to convey.
Find out from parents greetings used in English and in languages other than English; encourage staff, parents and children to become familiar with them.
Recognise and value the importance of all languages spoken and written by parents, staff and children.
Watch children and think about how they tell you what they want, for example by cuddling in when they want more cuddles, wriggling their fingers when they want to be picked up and crying to show they are uncomfortable or wet.
Respond to children's attempts to communicate so they know they have succeeded.
Put into words what you think children are trying to tell you.
Play games such as peek-a-boo and recite rhymes such as 'Pat-a-cake' and 'Round and Round the Garden', using associated actions and gestures.
Play give-and-take games where toys and objects are exchanged.
Share books to promote shared attention - books help you to know you are focused on the same things as you talk about them.
Tell children the names of the things and people they see in books and all around them.
Recast what children are trying to communicate by taking their incomplete utterances and giving them back the language they need. When a child pushes something away you might say "You don't like that, do you?".
Copy the first attempts at words that children make so that they can see and hear the full version. When a child says "mo" you might say "More? You want more?".
Talking at the table - In a childminder's home, the childminder supports a small group of children, including a baby's non-verbal communication, at a shared snack time. [transcript]
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Talk to babies about what you are doing, so they will link words with actions, for example, preparing lunch.
Enjoying a snack - In a childminder's home, the childminder supports a baby and toddler at snack time by talking and listening to them. [transcript]
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Share the fun of discovery and value babies' attempts at words, for example, by picking up a doll in response to "baba".
Watch and interpret children's behaviour and praise word-like sounds.
Play peek-a-boo and action games to support babies' attention, sometimes over long periods of time. They also help to develop anticipation and offer children many opportunities to imitate and join in, which they will now do increasingly.
Imitate the noises babies make, such as laughter and other vocalisations.
Use bubbles to encourage repetition of the 'pop, pop, pop' sound you make as the bubble bursts.
Don't correct children's attempts at words, but simply repeat what they are trying to say correctly.
Respond to children's attempts at words by commenting on them, for example, when a child says "dogon", you say "Yes, the dog's gone home. He might come back later".
Tell, as well as read, stories, looking at and interacting with young babies.
Let children handle books and draw their attention to pictures.
Talk to babies about the patterns and marks they make.
Describe the movements young babies make as they move round and round, or ride a push-along toy in a straight line.
16-26 Months
Recognise young children's competence and appreciate their efforts when they show their understanding of new words and phrases.
Sensitively demonstrate pronunciation and ordering of words in response to what children say, rather than correcting them.
Accept and praise words and phrases in home languages, saying English alternatives and encouraging their use.
Plan to talk through and comment on some activities to highlight specific vocabulary or language structures, for example, "You've caught the ball. I've caught the ball. Nasima's caught the ball". This approach is helpful in encouraging all children's developing language skills.
Watch and respond to children's attempts to communicate with you, using voice, facial expressions and gestures.
Talk about what children are doing, have done and will do.
Respond to children's gestures as well as to their vocal communication.
Share photograph albums and remind children about the people and events in them.
Talk about what other people are doing and about people who are not there, for example, "Raj is at school".
Put into words what you think children are trying to tell you.
Repeat children's words and attempts at sentences, adding new information so that they have a chance to see how a longer sentence can be made. For example "Baba upstairs" could become "Yes, Barbara's gone upstairs to get some cream for your sore knee".
Recast (repeat) children's words within longer phrases, adding new information.
Join in games that a child initiates.
Spend time together talking about books and reading short stories, using pictures to help understanding. Ask the children to point to parts of pictures or to tell you what's happening.
Tea time- In the nursery, a group of children share snack time, and the practitioner talks to the baby about her drink [transcript]
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Be aware that young children's understanding is much greater than their ability to express their thoughts and ideas.
Encourage young children to explore and imitate sound. Talk about the different sounds they hear, such as a tractor's "chug chug" while sharing a book.
Draw attention to the noises that toys and animals make. Add sounds when playing, sharing a book or to everyday routines. Make animal sounds and other sounds for cars, aeroplanes and trains, and say "Splash!" when you fill a sink.
Draw the children's attention to what is making a particular noise.
Put on tapes of singing, rhymes and favourite stories. Sing along with them. Show children how much you love to hear music and sounds and how much they interest you.
Toddler with doll - In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]
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Use different voices to tell stories and encourage young children to join in wherever possible.
Discuss with young children what marks represent.
Help young children to develop their manipulative skills by engaging them in activities such as tearing (paper), scribbling, rolling and printing.
22-36 Months
Talk about things which interest young children and listen and respond to their ideas and questions. For children learning English as an additional language, value non-verbal communications and those offered in home languages. Respond by adding to words, gesture, objects and other visual cues to support two-way understanding.
Talk about what you're going to do, where you're going and what you have just done.
Talk through TV programmes, videos or DVDs you've watched together. Children will not always understand what they have seen.
Carry on recasting (repeating) what children say. This makes it clear you are listening and value what they say but also allows them to hear and see a more 'grown up' version.
Help children begin to negotiate with one another using language. For example, if they want to join in a game or if another child has a toy they want to play with, talk about what they could say and model it for them.
Use talk to describe what children are doing by providing a running commentary: "Oh, I can see what you are doing, you have to put the milk in the cup first".
Provide opportunities for children to talk with other children and adults about what they see, hear, think and feel.
Encourage children to learn one another's names and to pronounce them correctly. Ensure all staff can pronounce the names of children, parents and other staff members.
Encourage repetition, rhythm and rhyme by using tone and intonation as you tell, recite or sing stories, poems and rhymes from books.
Use rhymes from a variety of cultures and ask parents to share their favourites from their home languages.
Be aware of the needs of children learning English as an additional language.
Keep background noise to a minimum.
Share favourite books over and over again, particularly ones with repeated, rhythmical words that children can join in with.
Repeat familiar tunes and words relating to people, objects and actions with which the children are familiar. Make these more interesting to listen to by using a strong beat, rhythm and lots of repetition.
Find opportunities to tell and read stories to children, using puppets, soft toys, or real objects as props.
Draw attention to marks, signs and symbols in the environment and talk about what they represent. Ensure this involves recognition of English and other relevant scripts.
Encourage children to handle and manipulate a variety of media and implements, for example, clay, finger-paint, spoons, brushes and shells.
Working with clay - In a nursery class, a child spends some time independently exploring clay. [transcript]
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30-50 Months
Talk with children to make links between their gestures and words, for example, "Your face does look cross. Has something upset you?".
Support children in using a variety of communication strategies, including signing, where appropriate.
Listen to children and take account of what they say in your responses to them.
Choose stories with repeated refrains, dances and action songs involving looking and pointing, and songs that require replies and turn-taking such as 'Tommy Thumb'.
Share rhymes, books and stories from many cultures, sometimes using languages other than English, particularly where children are learning English as an additional language.
Give children clear directions and help them to deal with those involving more than one action, for example, "Put the cars away, please, then come and wash your hands and get ready for lunch".
When introducing a new activity, use mime and gesture to support language development. Showing children a photograph of an activity such as handwashing helps to reinforce understanding.
Provide practical experiences that encourage children to ask and respond to questions, for example, explaining pulleys or wet and dry sand.
Introduce new words in the context of play and activities.
Show interest in the words children use to communicate and describe their experiences.
Help children expand on what they say, introducing and reinforcing the use of more complex sentences.
Respond to children's requests and communication using language that gives descriptions and explanations.
Continue to share stories together and talk about the characters and events, including how characters might be feeling.
Collect photographs, leaflets, tickets and drawings of things your child has enjoyed or been involved with. Display them in scrapbooks or photograph albums that you can look through together, talking about what you did.
In the jungle - In a nursery class, the practitioner and a group of children explore ideas about the jungle through words and actions. [transcript]
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Prompt children's thinking and discussion through involvement in their play.
Talk to children about what they have been doing and help them to reflect upon and explain events, for example, "You told me this model was going to be a tractor. What's this lever for?".
When singing or saying rhymes, talk about the similarities in the rhyming words. Make up alternative endings and encourage children to supply the last word of the second line, for example, 'Hickory Dickory boot, The mouse ran down the...'.
Encourage children to use the stories they hear in their play.
Discuss with children the characters in books being read. Encourage them to predict outcomes, to think of alternative endings and to compare plots and the feelings of characters with their own experiences.
Focus on meaningful print such as a child's name, words on a cereal packet or a book title, in order to discuss similarities and differences between symbols.
Help children to understand what a word is by using names and labels and by pointing out words in the environment and in books.
Read stories that children already know, pausing at intervals to encourage them to 'read' the next word.
Make books with children of activities they have been doing, using photographs of them as illustrations.
Write poems and short stories with children, scribing for them.
Support children in recognising and writing their own names
Encourage the children to use their phonic knowledge when writing CVC words.
Provide activities that give children the opportunity and motivation to practise manipulative skills, for example, cooking and playing instruments.
40-60+ Months
Encourage conversation with others and demonstrate appropriate conventions: turn-taking, waiting until someone else has finished, listening to others and using expressions such as "please", "thank you" and "can I...?". At the same time, respond sensitively to social conventions used at home.
Show children how to use language for negotiating, by saying "May I...?", "Would it be all right...?", "I think that..." and "Will you...?" in your interactions with them.
Model language appropriate for different audiences, for example, a visitor.
Encourage children to predict possible endings to stories and events.
Encourage children to experiment with words and sounds, for example, in nonsense rhymes.
Encourage children to sort, group and sequence events in their play, using words such as: first, last, next, before, after, all, most, some, each, every.
Encourage language play, for example, through stories such as 'Goldilocks and the Three Bears' and action songs that require intonation.
Value children's contributions and use them to inform and shape the direction of discussions.
Ask children to think in advance about how they will accomplish a task. Talk through and sequence the stages together.
Use stories from books to focus children's attention on predictions and explanations, for example, "Why did the boat tip over?".
Help children to identify patterns, for example, what generally happens to 'good' and 'wicked' characters at the end of stories; to draw conclusions, "The sky has gone dark. It must be going to rain"; to explain effect, "It sank because it was too heavy"; to predict, "It might not grow in there if it is too dark" and to speculate, "What if the bridge falls down?".
Take an interest in what and how children think and not just what they know.
Talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words. Incorporate these in games.
Demonstrate writing so that children can see spelling in action. Encourage them to apply their own grapheme-phoneme knowledge to what they read and write.
When children are ready (usually by the age of five), provide systematic regular phonics sessions. These should be multi-sensory in order to capture their interests, sustain motivation and reinforce learning.
Create imaginary words to describe, for example, monsters or other strong characters in stories and poems.
Discuss and model ways of finding out information from non-fiction texts.
Explain to parents the importance of reading to children, ask about favourite books, and offer book loans.
Help children to identify the main events in a story and to enact stories, as the basis for further imaginative play.
Make story boxes with the children. Practitioners should maximise the opportunities that these reading activities present to reinforce and apply children's developing phonic knowledge and skills, particularly once they have started a programme of systematic phonic work which will enable them to recognise words and read them for meaning. For example, demonstrate using phonics as the prime approach to decode words while children can see the text, for example, using big books.
Encourage children to recall words they see frequently, such as 'welcome', their own and friends' names, 'open' and 'bus stop'.
Play word bingo to develop children's grapheme correspondence, so that they can rapidly decode words.
Act as a scribe for children. After they say a sentence, repeat the first part of it, say each word as you write, and include some punctuation.
Encourage children to use their ability to hear the sounds at the beginning of words and then in the order in which they occur through words in their writing.
Play games that encourage children to link sounds to letters and then write the letters and words.
Encourage children to re-read their writing as they write.
Teach children to form letters correctly, for example, when they label their paintings.
Encourage children to practise letter shapes as they paint, draw and record, and as they write, for example, their names, the names of their friends and family, or captions.
Continue writing practice in imaginative contexts, joining some letters, if appropriate, for example, at, it, on.
Acknowledgements
Disclaimer
00012-2007CDO-EN