All Modules B6-Development Matters in the early years | Page 17

Playing and Exploring, Active Learning, and Creating and Thinking Critically support children’s learning across all areas 3. Communication and Language: Listening and attention Positive Relationships: Enabling Environments: what adults could do what adults could provide 19. Listens to others one to one or in small groups, when conversation interests them. 20. Listens to stories with increasing attention and recall. 21. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 22. Focusing attention – still listen or do, but can shift own attention. 30-50 months 23. • Is able to follow 3 steps directions ( if not intently focused on own choice of activity). 24. Follows motion in a movement activity 25. Maintains attention, concentrates and sits quietly during appropriate activity. 26. Two-channeled attention – can listen and do for short span 27. Shows understanding by asking and answering relevant questions 28. Provides ideas relevant to context clearly 29. Contributes ideas to theme of the month and construct new ideas in conversations 30. Follows multiple steps directions (3 to 4 steps) 40-60+ months 31. Asks to be reminded of steps if needed See literacy area Early Learning Goal 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 appropriately, while engaged in another activity. . • Model being a listener by listening to children and taking account of what they say in your responses to them. • Cue children, particularly those with communication difficulties, into a change of conversation, e.g. ‘Now we are going to talk about…’ • For those children who find it difficult to ‘listen and do’, say their name before giving an instruction or asking a question. • Share rhymes, books and stories from many cultures, sometimes using languages other than English, particularly where children are learning English as an additional language. Children then all hear a range of languages and recognize the skill needed to speak more than one. • Introduce ‘rhyme time’ bags containing books to take home and involve parents in rhymes and singing games. • Ask parents to record regional variations of songs and rhymes. • Play games which involve listening for a signal, such as ‘Simon Says’, and use ‘ready, steady…go!’ • Use opportunities to stop and listen carefully for environmental sounds, and talk about sounds you can hear such as long, short, high, low. • Explain why it is important to pay attention when others are speaking. • Give children opportunities both to speak and to listen, ensuring that the needs of children learning English as an additional language are met, so that they can participate fully. • Ask children recall questions and model • • When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, e.g. “mmmmummy”, “shshshshadow”, “K-K-K-KKaty”. • Plan activities listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices on tape. • Help children be aware of different voice sounds by using a mirror to see what their mouth and tongue do as they make different sounds. • 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, e.g. ‘Hickory Dickory boot, The mouse ran down the... • Set up a listening area where children can enjoy rhymes and stories. • Choose stories with repeated refrains, dances and action songs involving looking and