Children learn to talk through interaction including involvement in many thousands of conversations with adults and other children. These conversations provide the framework for exploring relationships, understanding the world, and learning - in its widest sense. This book explores how children learn to communicate using language, how they use language to learn and the role of adults in the process. It examines how adults can support children to learn by involving them in positive interactions, meaningful conversation and by helping them play, explore and talk with each other. The book includes: examples of children and adults talking and learning together case studies of successful approaches that support language and learning in early years settings points for reflection and practical tasks Informed by the author's own experience working with young children, families and practitioners, and from his involvement in the England-wide Every Child a Talker (ECaT) project, it links key research findings with successful practice to inspire practitioners to develop skills when talking with children, influence how adults plan for talk in settings and gain insight into how language develops in the home.

Babies and adults communicating and learning together

Babies and adults communicating and learning together

Babies and adults communicating and learning together

This chapter will

  • Outline how a baby’s emotional, social, communication and cognitive development are interrelated
  • Explore how babies from birth to nine months develop the foundations for talking
  • Give examples of projects that support parents and practitioners to form intuitive relationships with babies

The title of this chapter has been chosen carefully to suggest that, like any partnership, the growing relationship between baby and parent, and later baby and other carers, is a two-way process. This involves both partners getting to know each other, including their likes and dislikes, and how best to communicate. An important role for parents and practitioners is to adjust how they respond to a baby’s rapidly expanding social, communicative and ...

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