Early Interventions Speech, Language and Communication Expression
Early Interventions Speech, Language and Communication Expression Vocabulary Development Use the “Language Wheels” below to support you in planning fo...
Early Interventions Speech, Language and Communication Expression Vocabulary Development Use the “Language Wheels” below to support you in planning for vocabulary development during continuous provision.
Planning for vocabulary development using Language Wheels Language wheels:
provide a way of planning for vocabulary development, introducing simple words first
give the practitioners some ideas about the type of words they need to be encouraging and using, when commenting, and what questions to use when planned in
ensure that all adults, including parents, interacting with the child are using the same words (this can also minimise the impact of different language/literacy levels amongst these adults)
introduce words that are useful for the child to learn and provide a meaningful context for these words to be reinforced (the same opportunities might not naturally occur during self-directed free play) “Hearing the same words and sentences repeated in the same context each day will provide a solid base of simple language structures that children can later build on” (ECaT)
ensure that the range of vocabulary represents the diverse cultural backgrounds of the children in the setting, helping to maintain the home languages where appropriate
provide a means of introducing and using words in context
allow comments rather just questions
encourage interaction between adults/children and children with each other
contribute to a print-rich environment and reinforce the links between written and spoken language
Language wheels used in routines
If adults use shared and consistent names for times of the day, it helps children to learn the vocabulary and expectations
Understanding everyday routines and tasks will encourage independence/selfesteem because a child can do things for himself
Language wheels are a way of introducing of the language of sequencing in a meaningful way
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Using language wheels •
Model the words, using them in context, e.g. repeat and affirm what the child says emphasise certain words that you want the child to notice expand, by adding extra words to the child’s sentence (recasting) model back part of the sentence if the child uses a long sentence but don’t interrupt the flow of conversation ask the child to repeat back your model
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use a variety of multi-sensory activities, allowing the child to explore objects in a variety of ways, using all their senses
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use books to reinforce vocabulary in different contexts
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involve parents so that the same vocabulary is reinforced at home (particularly if helping to maintain home language)
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aim to improve the child’s understanding of the word and other words associated with it through describing objects discussing where an object might be used talking about how an object might be used thinking about other items associated with it
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use culturally appropriate resources in your setting
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give children opportunities to talk so that they can develop their understanding of how to use these new words in different situations
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talk/give a running commentary using the targeted language
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involve all adults in producing the language wheels, so that there is a shared understanding
Language Wheels: Baking
Number Activities
Book Corner
Outdoor Play
‘Boris’ Book
Outdoor
Construction
Sand
Malleable
Small World
Mark Making
Water Play
Musical Instruments
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Every Child a Talker Language Wheel Baking
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Every Child a Talker Language Wheel Book Corner
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Every Child a Talker Language Wheel ‘Boris’ Book
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Every Child a Talker Language Wheel Construction
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Every Child a Talker Language Wheel Malleable
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Every Child a Talker Language Wheel Mark Making
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Every Child a Talker Language Wheel Musical Instruments
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Every Child a Talker Language Wheel Number Activities
