Receptive language is how we take in and understand language; it is what we hear, see and read. This also includes body language and environmental clues. All these elements help us to interpret a situation and give it its meaning, so that we can understand what is being communicated. We do not need to be able to produce language to receive and understand it, so infants and toddlers understand far more than they can express (expressive language).
Expressive language is our ability to put our thoughts, needs and wants into words and sentences in a way that makes sense and is grammatically correct. A baby’s expressive language to begin with is based on cries and gestures and then moves to sound making, gestures and body language signals. We use this expressive language when we speak and write. When babies and toddlers move to speaking words, they have a limited vocabulary which is why they can get frustrated when we do not understand them.
A good word awareness (receptive and expressive language) is a key phonics skill.
Helping a child build their vocabulary (word awareness – receptive & expressive language) is vital if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important as well as making sure that you pronounce words clearly and correctly for a child to hear. A child may not have developed all the skills needed to copy you accurately but they will store the sound pattern information for later use. The more they hear the correct sound patterns the sooner they will start to use them themselves.
Click the link for ‘Tips to Help Develop Word Awareness (Receptive & Expressive Language)’: http://bit.ly/29LajVk
We are nearly through the summer holidays; six weeks may have seemed like a long time but it is amazing how quickly it passes.
The last thing you and your child probably want to think about right now is handwriting or phonics and getting ready for next term; and quite right too!
So, don’t think about it in the conventional way of practise, practise and practise.
Think more play, play and play!!!
Children learn so much through just playing; developing physical, mental, communication and vocabulary strengths and skills, which all support them at school and with learning.
Once introduced to a new game or activity children will very often take it and make it their own, making new rules and introducing extra characters or challenges.
The skill as a parent is remembering to let go of your preconceived ideas about how a game should be played and letting your child take the initiative.
If you provide the opportunities it is amazing how they will take on the challenge of inventing a new game or (in their eyes) improving an existing one.
This does not have to cost a penny; use the toys they already have or make games using empty plastic bottles or cardboard tubes.
The following types of play can support and develop the key strengths and skills your child needs for handwriting and you have not had to mention school or homework.
The local play park is a fantastic free resource; running, jumping, crawling and climbing can all be encouraged. If your child is a little reluctant then it may well be that they are unsure how to do some of these activities. Explain when jumping that they needed to land on their feet and bend their knees as they land. Start small and as their confidence grows so does the height or distance they jump. Climbing can be scary for some children so again explain how to climb, moving one hand or foot at a time so that there are always three other points of contact.
If you are lucky enough to have a garden then mud play is messy but so much fun, it can be contained in a small area and will not only make you a cool adult but, if you join in, it will knock years off you (have a go, it is a great free therapy session).
Skittle games are always fun, extend the activity by decorating the skittles (plastic bottles or cardboard tubes) using anything from crayons, paint or even dress them up as people or animals.
The SUN is out which makes it time for the water fights and games to begin.
It is August and for once, the weather is perfect, so why not set up water squirting games in the garden. The kids are waterproof and everything else will dry out, eventually!
How can water fights and games, where you can get wet, be handwriting and phonics homework?
You will be encouraging your child to develop their hand strength, co-ordination and eye tracking skills (all handwriting skills). However, these games are also fantastic for developing sound and word awareness skills.
Try mimicking the sounds that the water makes as it drips on to the floor or hits the targets; use directional language to support your child’s aiming skills; describe how the objects move when hit: bouncing, rolling or flying and talk through the emotions evoked through playing the games.
As well as supporting your child in developing a whole range of physical and language skills you will also increase your cool adult status.
Some fun water games:
Try setting up a target wall, using chalk to draw the targets.
How many of the targets can you hit with water squirted from a water pistol or squeeze bottle in a set time.
How many targets can be washed off.
Set up a skittles range.
Each skittle hit with water can be worth a certain number of points, or the distance of the skittles may affect their value.
A time trial game to hit all the skittles. If you are using plastic bottles as skittles try making some of them a little heavier by putting sand or dirt in them to make it a bit harder to knock them over.
Move the object race games.
A light toy/ball has to be moved by squirts of water over a distance.
A range of objects moved in to target areas to gain points.
The only limitation is you and your child’s imagination and trust me kids never tire of finding new ways to play with water (but then again neither do many adults)!
Phase 1 Phonics is the first phase of the Department of Education’s ‘Letter and Sounds’ program. This is designed to focus on developing a child’s speaking and listening skills (phonological awareness).
It focuses on developing their:
Ability to listen attentively
Confidence in speaking to adults and other children
Ability to hear the difference between phonemes (sounds)
Ability to say/repeat clearly the phonemes they hear
To hear a word and then split that word up and say the individual sound (phonemes) that make up that word (segmentation)
This is all about developing their skills through what they hear and say only (phonemic awareness).
To be honest it is all about playing with sounds and words and having fun.
That the same letter can look different, for example, a lower-case letter ‘b’ looks different from a capital letter ‘B’. Letters will also look different depending on which font type is being used or if it is handwritten, for example, an Arial font letter ‘g’ looks different from a Calibri font ‘g’.
That letters have names and the same name is used for that letter even when they look different, so the lower-case letter ‘a’ and its capital letter form ‘A’ are both called ‘ay’.
That letters (graphemes) are used to represent sounds (phonemes) in words. Teaching the unique letter names of the alphabet is an important pre-phonics skill. A letter or combination of letters can represent more than one sound and so the only way of identifying alphabet letters when we talk about them is to use their unique names.
Developing Letter Knowledge:
Sorting and Matching Games – use plastic or wooden letters, alphabet letter flash cards; can they group all the lower-case letters together, or all the capital letters or all the different letter ‘ay’s’ together.
Kim’s Games – use plastic or wooden letters, alphabet letter flash cards. Using a few letters at a time, place 5 to 10 on a tray and let your child look at them and talk through which letters are there. Cover with a tea towel and ask your child to look away, then remove 1 or 2 of the letters. Then ask your child to look back and remove the tea towel. Can they spot which letters are missing.
Detective Games – focus on identifying individual letters of the alphabet and naming them, this can be played at home or when out and about.
Leap Frog – use the letters of the alphabet on home-made paper lily pads. Use the letter names to identify the target lily pad for your child to either jump onto or to throw a bean bag/soft toy on to.
Skittles and Throwing Games – use letters of the alphabet on the targets and use the letter names as a way of identifying which of the targets your child is aiming for.
Making lists of things to do or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
Singing Alphabet Songs, try singing it to different tunes.
Make up Your Own Rap – point to the letters as the rap is said.
Talk about letters as being shapes made up of straight, curves and diagonal lines.
Look at the letters in your child’s name, talk about the fact that the first letter in their name is always a capital letter and that normally the other letters are lower-case letters.
Point out, especially for slightly older children, that lower-case letters are about half the size of the capital letters.
Compare letters looking at what is the same and different about them.
When taking about letters use the letter name as well as the sound it is making in the word, remember a letter is often used to represent more than one sound. The letter ‘a’ can be used to represent different sounds in the following words: ant, apron, was, and any (just 4 of the eight sounds it is used to represent).
Through Book Sharing:
What books to choose?
Books with shapes
Books where you have to find things (like I spy)
Books which use different font styles in the pictures and text.
Book Sharing Tips:
Alphabet books do not need to be read from cover to cover. Let your child choose which letters they want to look at.
Trace the letters with your finger or let your child trace it (make sure you trace the letter using the correct formation orientation, encourage your child to do the same).
Talk about the pictures in alphabet books before focusing on the letter, its name and the sound it can make.
Show your child the first letter in their name and then look for that letter in the book.
Show and talk about how some letters are in their capital form and others in their lower-case form. Can they find other examples of the letters?
Choose two letters to talk about: How do they look alike? How do they look different? What shapes/line styles are they made up of?
The importance of reading to, and with, your child can’t be over emphasized. The more your child is exposed to words and enjoys the reading experience the quicker they will learn to read for themselves.
Reading with your child enables you to introduce them to new words and language structures which they will not come across in their everyday interactions. You can explain these words, through reading with your child, and help them to develop an understanding of their meaning. If a child likes the sound and rhythm of these new words or language structures they will, over time, start to use them in conversations with others and during imaginative play.
Reading to, and with, your child is such an important activity, however knowing how to keep it fun and to get the most out of the experiences is not always clear. This is why we are re-running our popular six-week series on ‘Developing and Supporting Your Child’s Reading Journey’
Each week we will look at a different reading skill element, giving example games and activities you can use to support and develop your child through:
Talk & Song
‘Developing and Supporting Your Child’s Reading Journey’ Series:
Week 1. How to develop a child’s interest in books and reading.
Week 2. Phonological awareness skills required for reading.
Week 3. Vocabulary development for comprehension.
Week 4. Print awareness to develop understanding of reading conventions.
Week 5. Narrative skills to support the understanding of different writing styles.
In these unusual times it can be easy to forget that it is the Easter holiday break.
We have put together some quick step by step Easter drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles. It is amazing how, by using these simple shapes, you and your child can create fantastic Spring/Easter: cards, pictures mobiles or bunting: http://bit.ly/2kyeo3w
People have enjoyed seeing children’s’ rainbow pictures up in windows so adding some Spring/Easter pictures or mobiles can only add to the enjoyment.
Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. As well as supporting shape, colour, pattern and language development.
At about the age of 4 years old children start to develop an understanding that words can be split into sound parts (syllables) and that these parts give the word its rhythm. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.
They should be able to orally blend syllables together to form words and segment words into syllables.
A fun activity to help develop syllable understanding:
How Many Syllables?
Children love to clap out the number of syllables in a word. It is important to say the word at a normal speed rather than really slowly as this can distort the word and make it difficult to hear the syllables. To start with a child just needs to be able to recognize them by clapping, stamping or jumping for each syllable of a word; they don’t need to be able to count them. It is thought that only about 50% of children can count out the syllables by the age of 4, so you can do the counting for them.
Spoken syllables are organised around the vowel sounds, making counting them easy; as the jaw drops when the vowel sound is spoken in the syllable. Try placing your hand under your jaw with your mouth closed before you say a word. Start with ‘cat’ you will notice the jaw drops once, this is because it is a one syllable (monosyllabic) word.
Most children will find it easier to identify syllables in compound words to start with. A compound word is formed by two words (root words) put together such as: sunset, hotdog, snowman and postman. They find it easier because the jaw tends to drop quite distinctly as we say the vowel sound in each of the root words and because we tend to say these words slowly.
Don’t underestimate the importance of everyday chatter or conversation (‘Small Talk’), children develop and learn a great deal through ‘Small Talk’ with adults and other children.
What do we mean by ‘Small Talk’?
With babies it is the kind of talk that explains what we are doing, what they are doing, where we are going and what we can see. As they get older our verbal exchanges increase as we support their receptive and expressive vocabulary development. Through these exchanges we also support their general language development and understanding of how words are pronounced, basic sentence structure and using the correct tense.
When we talk with a child we demonstrate and model the use of language in real time so that it has meaning. For instance, a child may point and say “cat” and we would respond with “Yes, the cat is sleeping.” Or we may correct the child and say “That is a dog.” If we could we would point to a cat and explain the difference. We also correct mispronunciation of words and correct tense issues in the same way; repeating the word or sentence using the correct pronunciation or tense back to the child.
The Communication Trust has a link to a free downloadable booklet called Small Talk which is a very useful guide for understanding how your child learns to talk from birth to age 5: