All Modules B6-Development Matters in the early years | Page 20

3 Communication and Language: Speaking
A Unique Child:

Positive Relationships:

observing what a child is learning

what adults could do

Enabling Environments:
what adults could provide
• Learn and use key words in the home languages of
babies in the setting.
• Provide tapes and tape recorders so that parents can
record familiar, comforting sounds, such as lullabies in
home languages. Use these to help babies settle if they
are tired or distressed.

• Find out from parents how they like to communicate with
their baby, noting especially the chosen language.
• Ensure parents understand the importance of talking with
babies in their home language.
• Encourage babies’ sounds and babbling by copying their
sounds in a turn-taking ‘conversation’.
• Communicate with parents to exchange and update
information about babies’ personal words.

52.
53.
54.
55.

• Try to ‘tune in’ to the different messages young babies are • Find out from parents the words that children use for
attempting to convey.
things which are important to them, such as ‘bankie’
for their comfort blanket, remembering to extend this
• Share the fun of discovery and value babies’ attempts at
question to home languages.
words, e.g., by picking up a doll in response to “baba”.
• When babies try to say a word, repeat it back so they can • Explain that strong foundations in a home language
support the development of English.
Nasima’s caught the ball”.
hear the name of the object clearly.
• Find out from parents greetings used in English and in
languages other than English, and use them in the setting.
• Recognise and equally value all languages spoken and
written by parents, staff and children.

58.
59.
60.
61.

Birth - 11
months

47. Communicates needs and feelings in a variety of
ways including crying, sucking, gurgling, babbling
and squealing.
48. Makes own sounds in response when talked to by
familiar adults.
49. Lifts arms in anticipation of being picked up.
50. Practices and gradually develops speech sounds
(babbling) to communicate with adults; says sounds like
‘baba, nono, gogo’.using vowel sounds
51. Points to things with eyes and finger to direct other’s
attention

• Allow time to follow young children’s lead and have
• Build vocabulary by giving choices, e.g. ‘apple or
satsuma?’
fun together while developing vocabulary, e.g. saying
‘We’re jumping up’, ‘going down’.
• Model building sentences by repeating what the child
• Plan to talk through and comment on some activities
says and adding another word, e.g. child says ‘car’, say
‘mummy’s car’ or ‘blue car’.
to highlight specific vocabulary or language structures,
e.g. “You’ve caught the ball. I’ve ca