Language Development and Communication

North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.

Language Development and Communication Subdomains

• Learning to Communicate• Foundations for Reading• Foundations for Writing

LDC Overview• Pp. 88 – 115 in NC Foundations for Early Learning and Development• Children are learning language and communication skills from birth• Children first learn receptive language – the ability to understand

what others are communicating• Expressive language follows gradually• First begins as cries, facial expressions, and body language• Words come later and primarily begin with names of objects, people, and

things• Larger vocabulary and correct grammar develop even later

LDC Overview 2• Early literacy skills emerge gradually and develop sequentially• Infants and toddlers explore books; hear stories, songs, and rhymes; draw and

scribble• Preschoolers retell stories in a variety of ways; learn letters and sounds; draw

and scribble with more intentionality

• Responsive relationships play a direct role in supporting development in language, literacy, and communication skills• Literacy skills are best taught in the context of daily activities rather

than specifically.

LDC Overview 3 • Teachers must consider language, literacy, and communication skills

for all children• Dual Language Learners need to speak their home language as well as

English• Supports learning English• Helps children learn concepts more easily

• Children with disabilities may need additional supports• Communication devices• Therapies• Continuing assessment of progress

Learning to Communicate Goals• LDC-1: Children understand communication from others• LDC-2: Children participate in conversations with peers and adults in one-on-

one, small, and larger group interactions• LDC-3: Children ask and answer questions in order to seek help, get

information, or clarify something that is not understood• LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.• LDC-5: Children describe familiar people, places, things, and events.• LDC-6: Children use most grammatical constructions of their home language

well• LDC-7: Children respond to and use a growing vocabulary

Learning to Communicate - Developmental Indicators

• Note the progressive developmental indicators from infants through older preschoolers for each communication goal on pp. 93 – 99 in NC Foundations for Early Learning and Development• Receptive language is one of the earliest communication skills to emerge• Skills are generally stronger in a child’s home language if she is a Dual

Language Learner• Quieter children need attentive caregivers to ensure they are progressing. • Children with delays will need additional supports to help him

communicate

Learning to Communicate - Developmental Indicators (2)

• Correct grammar develops over time• Grammar conventions may vary for Dual Language Learners. • First vocabulary is generally names of objects, people, and activities• Dual Language Learners develop their language in similar patterns but

generally with their home language first• DLL may mix their words from one language to another

Learning to Communicate – Strategies for Infants and Toddlers

• Model and imitate sounds and facial expressions with babies• Use “motherese” or otherwise respond to babies’ efforts to communicate.• Play simple games such as “peek a boo” and use animated voices and

actions• Identify and listen to different sounds • Learn to say some words or phrases in a child’s home language if different

from yours• Use audio recordings of family members’ voices• Use a large and varied vocabulary in correct context

Learning to Communicate – Strategies for Infants and Toddlers

(2)• Describe your actions and activities with infants and toddlers• Match facial expressions and tone with what is being said• Understand that crying is an infant and toddler’s way of communicating.

Make every effort to meet his needs.• Some difficult behaviors are developmentally typical for a child without

words to express herself. Again, treat them as a child’s way of communicating. • Engage a child’s senses when communicating• Model correct use of language• Play with language through songs, rhymes, and finger plays

Learning to Communicate – Strategies for Preschoolers

• Use animated, expressive and rich language – words, facial expressions, body language – with children• Speak slowly and clearly so that all children can understand• Enrich children’s language experiences by introducing new vocabulary

and concepts and use them regularly in natural contexts• Provide clear instructions, use visual cues, and provide for wait time

for children to understand and comply• Have extended conversations with children in groups and individually

– use open ended questions, reflective listening and other strategies

Learning to Communicate – Strategies for Preschoolers 2

• Play with language and sounds with games, songs, rhymes, repetition, etc.• Model good social conversational skills• Model communication through a variety of avenues – signs, pictures,

gestures, words, etc.• Support interactions with children who may have difficulty engaging

with others (dual language learners, children with disabilities, shy children)• Help children expand on their thinking