Learning and Development The Early Years

Foundation Stage
Communication, Language and Literacy

Requirements Aspects of Communication, What Communication, Language

Language and Literacy and Literacy means for children
Children’s learning
and competence Communication, Language and Literacy is made up of the ■  become skilful communicators, babies and young
To
following aspects: children need to be with people with whom they have
in communicating, Language for Communication – is about how children warm and loving relationships, such as their family or
speaking and listening, become communicators. Learning to listen and speak carers and, in a group situation, a key person whom
emerges out of non-verbal communication, which includes they know and trust.
being read to and facial expression, eye contact, and hand gesture. These skills ■  abies respond differently to different sounds and from
B
beginning to read develop as children interact with others, listen to and use an early age are able to distinguish sound patterns.
language, extend their vocabulary and experience stories, They use their voices to make contact and to let
and write must be songs, poems and rhymes. people know what they need and how they feel.
supported. They Language for Thinking – is about how children learn to use ■  ll children learn best through activities and
A
language to imagine and recreate roles and experiences and
must be provided how they use talk to clarify their thinking and ideas or to refer
experiences that engage all the senses. Music, dance,
rhymes and songs support language development.
with opportunity and to events they have observed or are curious about.
■  children develop speaking and listening skills they
As
Linking Sounds and Letters – is about how children develop
encouragement to use the ability to distinguish between sounds and become familiar
build the foundations for literacy, for making sense of
visual and verbal signs and ultimately for reading and
their skills in a range of with rhyme, rhythm and alliteration. They develop understanding writing. Children need varied opportunities to interact
of the correspondence between spoken and written sounds
situations and for a range and learn to link sounds and letters and use their knowledge
with others and to use a wide variety of resources for
expressing their understanding, including mark-making,
of purposes, and be to read and write simple words by sounding out and blending. drawing, modelling, reading and writing.
Reading – is about children understanding and enjoying
supported in developing
stories, books and rhymes, recognising that print carries
the confidence and meaning, both fiction and fact, and reading a range of familiar Personal,
Social and
words and simple sentences.
disposition to do so. Emotional
Development
Writing – is about how children build an understanding of the Communication,
Creative
relationship between the spoken and written word and how Development
Language
and Literacy
through making marks, drawing and personal writing children
ascribe meaning to text and attempt to write for various purposes.
Handwriting – is about the ways in which children’s random
Problem
marks, lines and drawings develop and form the basis of Physical Solving,
Development Reasoning and
recognisable letters. Numeracy
Knowledge
and
Understanding
of the World
How settings can effectively implement
this area of Learning and Development Enabling Environments
To give all children the best opportunities ■ Plan
 an environment that is rich in signs, symbols, notices,
for effective development and learning in numbers, words, rhymes, books, pictures, music and
Communication, Language and Literacy songs that take into account children’s different interests,
practitioners should give particular attention understandings, home backgrounds and cultures.
to the following areas. ■  children who may need to use alternative
For
communication systems provide opportunities for them
to discover ways of recording ideas and to gain access
to texts in an alternative way, for example through ICT.
Positive Relationships ■ Provide
 time and relaxed
opportunities for children
■  elp children to communicate thoughts, ideas and
H
to develop spoken language Learning and Development
through sustained conversations
feelings and build up relationships with adults and
between children and adults,
each other. ■ Link
 language with physical movement in action songs
both one-to-one and in small
■  ive daily opportunities to share and enjoy a wide
G and rhymes, role-play and practical experiences such
groups and between the
range of fiction and non-fiction books, rhymes, as cookery and gardening.
children themselves.
■ Show sensitivity to the many different ways that
music, songs, poetry and stories. Allow children time to initiate
children express themselves non-verbally, and

00012-2007DOM-EN © Crown copyright 2007

■ Allow children to see adults reading and writing and
encourage children to experiment with writing
for themselves through making marks,
personal writing symbols
and conventional script.
■ Identify and respond to
any particular difficulties in
children’s language
development at an
early stage.
conversations, respect their
encourage children to communicate their thoughts,
thinking time and silences and
ideas and feelings through a range of expressive forms,
help them develop the interaction.
such as body movement, art, dance and songs.
■ Show
 particular awareness of, ■ Develop children’s phonological awareness, particularly
and sensitivity to, the needs of through rhyme and alliteration and their knowledge of
children learning English as an the alphabetic code.
additional language. Use their ■ Develop children’s awareness of languages and writing
home language when appropriate systems other than English, and communication
and ensure close teamwork systems such as signing and Braille.
between practitioners, parents
and bilingual workers so that
the children’s developing use
of English and other languages
What do I do next?
support each other.
• Welfare requirements are explained in full in the
Statutory Framework for the Early Years Foundation Stage booklet.
• CD tatum
The Early Years
Foundation Stage
Setting the Standards for Learning, Development
and Care for children from birth to five
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