We aim for all children to participate in activities which help them develop good communication and language skills. We support children’s listening and speaking skills and aim for them to gain a sound understanding of language. We use the following base for our curriculum and plan activities according to your child’s developmental stage and interests.
Communication and Language
Listening and Attention
- Moves whole bodies to sounds they enjoy, such as music or a regular beat.
- Has a strong exploratory impulse.
- Concentrates intently on an object or activity of own choosing for short periods.
- Pays attention to dominant stimulus – easily distracted by noises or other people talking
- Listens to and enjoys rhythmic patterns in rhymes and stories
- Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.
- Rigid attention – may appear not to hear.
- Listens with interest to the noises adults make when they read stories
- Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door
- Shows interest in play with sounds, songs and rhymes
- Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus
- Listens to others one to one or in small groups, when conversation interests them
- Listens to stories with increasing attention and recall
- Joins in with repeated refrains and anticipates key eventand phrases in rhymes and stories
- Focusing attention – still listen or do, but can shift own attention
- Is able to follow directions (if not intently focused on own choice of activity)
- Maintains attention, concentrates and sits quietly during appropriate activity
- Two-channelled attention – can listen and do for short span
| Communication and Language
|22-36 months||Identifies action words by pointing to the right picture, e.g. ‘Who’s jumping?’|
|Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book’|
|Understands ‘who’, ‘what’, where’ in simple questions (e.g. Who’s that/can? What’s that? Where is?)|
|Developing understanding of simple concepts (e.g. big/little).|
|Understands use of objects (e.g. ‘What do we use to cut things?’)|
|Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.|
|Responds to simple instructions, e.g. to get or put away an object|
|Beginning to understand ‘why’ and ‘how’ questions|
|40-60+ months||Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes|
|Able to follow a story without pictures or props|
|Listens and responds to ideas expressed by others in conversation or discussion|
|22-36 months||Uses language as a powerful means of widening contacts. Sharing feelings, experiences and thoughts|
|Holds a conversation, jumping from topic to topic|
|Learns new words very rapidly and is able to use them in communicating|
|Uses gestures sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’|
|Uses a variety of questions (e.g. what, where, who)|
|Uses simple sentences (e.g. ‘Mummy gonna work’)|
|Beginning to use word endings (e.g. going, cats).|
|Beginning to use more complex sentences to link thoughts (e.g. using and, because)|
|Can retell a simple past event in correct order (e.g. went down slide, hurt finger)|
|Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall a relive past experiences|
|Questions why things happen and gives explanations. Asks e.g. who, what, when, how|
|Uses a range of tenses (e.g. play, playing, will play, played)|
|Uses intonation, rhythm and phrasing to make the meaning clear to others|
|Uses vocabulary focused on objects and people that are of particular importance to them|
|Builds up vocabulary that reflects the breadth of their experiences|
|Uses talk in pretending that objects stand for something else in play e.g. ‘This box is my castle’|
|40-60+ months||Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words|
|Uses language to imagine and recreate roles and experiences in play situations|
|Links statements and sticks to a main theme of intention|
|Uses talk to organise, sequence and clarify thinking, ideas, feelings and events|
|Introduces a storyline or narrative into their play|
At some point throughout the year your child will take part in a series of sessions called BLAST. This takes place over a series of weeks and encourages children’s speaking, listening, language and communication skills. We have found this to be highly successful for ALL children.