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.

Pedagogy and Practice that Influences Talk

Pedagogy and Practice that Influences Talk

Pedagogy and Practice that Influences Talk

This chapter will

  • Suggest that the pedagogy of the setting influences how adults talk with children
  • Describe how practitioners have adapted the way they interact to meet children’s changing needs
  • Describe how settings have made changes to the systems they operate to improve wellbeing and language

In Chapter 7, we made reference to the continuum of activities that exists in settings, from unstructured and child-initiated play, through activities planned and led by adults, including those that are highly structured (DCSF, 2009b). In any setting, decisions made by adults dictate what the balance between these approaches will be. These decisions reflect what the practitioners working in the setting know about child development, and their beliefs about how best ...

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