Photo: Nik Pickard Photography
According to a report published by Save the Children* the number of words your child knows by the age of five is a key indicator of their reading success at age eleven, and the impact of children’s early language development can extend far into adulthood. A child with weak language skills at the age of five is much less likely to be a strong reader at the age of 11 than a five-year-old with strong vocabulary. Not only this, but their outcomes in mathematics are influenced too. Many other studies have come up with similar findings.
Needless to say, language is a biggy when it comes to readiness to learn.
One of the indicators of school readiness is whether a child can speak in full sentences, pronouncing the majority of (age appropriate) words correctly and being able to offer appropriate responses when asked a question or as part of a dialogue. However, statistics show that an increasing percentage of children starting Reception cannot do these things and the burden is falling on schools and other agencies to correct poor or inadequate language skills.
The Early Years Foundation Stage curriculum recognises the importance of language; of the seven areas of learning that make up the curriculum, there are three ‘Prime’ areas of learning – so named because they are perceived to be the most important -of which Communication and Language is one. Much thought is given to Communication and Language during the planning of a Reception classroom. Areas of provision such as role play, performance and reading; tables laid out in such a way as to encourage conversation between children; the use of ‘talking partners’ and circle times to develop speaking skills are just some of the ways in which schools maximise opportunities for their children to extend their vocabulary.
Language acquisition begins in the womb with the recognition of mum’s voice and continues each and every waking minute as the subconscious takes in sounds that slowly form the child’s vocabulary bank. Therefore, being exposed to constant flow of clear and accurate dialogue and language from birth and throughout early childhood is imperative – it is our responsibility as parents to support the appropriate development of children’s language and to be mindful of the words and phrases they hear.
Speaking and listening skills are critical when it comes to accessing learning across the curriculum and to helping children access the daily routines of the classroom.
If you are interested in supporting your child’s developing language you could do this by;
‘Mummy I eated all my tea’
‘Yes you ate all your tea, well done’
without pointing out the mistake. The correct word will soon, subconsciously, sink in.
It does not matter whether you and child communicate through talk, sign or gesture, the same advice applies. Talk and listen to each other as much as you possibly can. It will pay dividends in terms of confidence in the classroom and, ultimately academic achievement at a later stage.
*Source: Save the Children –THE LIFE CHANCES STRATEGY report.
Lucy Patrick is a primary school headteacher and co-owner of North Kirklees Mumbler.