Making high quality interactions a priority in our settings
October 11, 2023
Nicola McGarrell
At the start of term as we set our development plans, settle new children and identify the children who will need the most support, we invariably find that a focus on supporting communication and language becomes essential in helping our young learners progress in all areas.
Verbal and non-verbal communication underpins absolutely everything we do. In a social situation, it determines our success in making new friendships and getting on with those around us. Making ourselves understood to others is so important in making us feel heard and good about ourselves.
Here we would like to share how we use research informed approaches to focus our attentions when planning experiences in the nursery. The EEF EYs toolkit and Evidence Store have helped support our staff in emphasising certain approaches over others to gain maximum impact. There are three areas we would like to underline because research has shown them to be the most effective in helping children develop communication and language as they have the largest evidence base to support them. They are:
1. Teaching and modelling vocabulary
2. Teaching and modelling language
3. Interactive reading
We will also emphasise how high-quality interactions and communication and language are particularly essential in helping children with SEND. How do we ensure that each interaction with children who are non-verbal supports their development? We highlight how we can adapt these three areas to meet the needs of children with SEND and particularly those who are non-verbal. Let’s not forget the preverbal skills underpinning communication such as responding to rhythm, noticing your own voice and moving to music.
First and foremost is respecting where the children are in their development. This begins with observing and learning their ways of communication especially if they are non-verbal. Birth to Five Matters highlights “listening to children and recognising their voices are expressed in a range of ways, including non-verbally, is central to inclusive practice.”
How many times, have you noticed that with all good intentions you have approached a child to interact with them and they have stopped what they are doing and moved away? This can often happen with a child who is non-verbal and or with SEND.We have learned that observation and having an open mind with a child is essential. We know full well a child may be very attentive to what you aresaying even though their body and face may not be facing you. Our job is to tune into different ways of listening and responding.
We find that when children first start nursery there are several phrases and words, they need to be introduced to in order that they may communicate their basic needs. For example, “Toilet” is an essential word we make sure every child is familiar with. Each child will be shown the toilets, how to use them and the stages of hand washing. The practitioners may narrate the processes as they do them and get the children to repeat some of the keywords. They may also sing, “Wash wash wash your hands, get them nice and clean, do the rub, do the scrub. Germs are very mean.” You will all recognise these familiar routines with the weaving in of language teaching through song and playfulness. Well, isn’t it good to know that these approaches are effective?
Visual aids are fantastic in supporting children who are neurodiverse in their own communication but also in understanding what is being communicated to them.This can be in the form of a photo or picture of resources or people or a diagram of an activity to communicate what is going to happen or offer a choice of what the child can do. Using the same visual aids across a setting and having them readily available to use (e.g. on your lanyard) are important to help embed this use of communication. We have also found that sharing with parents and carers and encouraging them to use some with their children at home has been very beneficial for the children.
Alongside visual aids the use of Makaton or other gesturing and signing systems proves very beneficial to aid communication and language particularly for children who are non-verbal. Again, like introducing essential words such as toilet to all children at the beginning of the year, introducing signs, actions or objects gives a child more options of how to communicate and express themselves independently. This is proven to help develop speech too. As well as the use of visual aids we have found that sharing these with parents and carers to use in the home and in their interactions and communication is very beneficial to aid the child. We share a sign of the week with staff to use with all children in the setting to help with continuity of practice.
Small key worker group times are dedicated to inducting children into how to use certain resources, how to use the space and some basic boundaries.
Initial boundary setting group times and incidental interactions will provide the language of negotiation such as clearly defining the difference between taking turns and sharing out. We will agree to behaviours that make everyone feel safe making sure to state what we do rather than use the prohibitive language of what not to do. As we all know from experience the last word in an instruction is the one that is remembered so it is important adults adapt their language accordingly. “Inside we walk” as opposed to “no running” is far more helpful in reminding a child of the agreed behaviour.
During this crucial settling in period there will often be children requesting to have a story read and before you know it there will be groups of children gathered round an adult looking at a story book. There will be the child who impatiently wants every word on the page read possibly to go through a similar home ritual that feels comforting and reassuring. Then there will be the child who wants to turn each page before the others have had a chance to describe the pictures. This is when our adults use a mixture of reading and describing the illustrations taking the lead from the children who want to talk about what they see and often relate it to home life experiences or other books they have read. The adult at this point cleverly ensures each child feels they have contributed equally. Where they come across a word that is not understood by all they explore its meaning, relate it to other contexts and possibly repeat the word playfully, “oh, let’s say the new word we have learned”. The interactive reading experience is a carefully facilitated exploration of a text with pictures where the educator builds on what the children know helping each child to progress with their language learning from their varied starting points.
We have all noticed how good music is in attuning children to words and actions, to grab their attention. We have also all noticed how preverbal and nonverbal children will often first move to a rhythm, vocalise the structure of a song, then do actions before saying the words of the song. Singing with actions helps children with eye contact and learning commands. It can help bring awareness to an individual’s voice. Research shows that using familiar songs can be a simple way to stimulate speech. Songs are often repetitive and enjoyable so choosing songs that are meaningful throughout the day helps with routines, learning vocabulary and aiding language development.
In our settings we have also found that children are fascinated by the natural world and therefore inspired to talk about what they observe and notice in the world around them. So time in our forest school or in our gardens has served as a great opportunity to introduce new words and build the art of conversation.Some of our reluctant speakers have suddenly found their voices in our greenest outdoor spaces. It is then up to us to ensure we pick out particular words and phrases to repeat, imbed and rehearse, words and phrases that can help build a web of knowledge. ‘I wonder…’ remarks can help spark the imagination and help start a series of to and fro interactions between child and adult as well as between peers discussing the best place to re home a worm for example.
Involving all adults
Let's not forget the central role parents, extended family and childminders play in developing children’s early language skills. Language teaching is especially well suited to the peaceful home environment where the favourite book shared can be revisited, acted out and sung as often as the child requests. Stay and play sessions also provide an opportunity to introduce rhyme times and early story telling in an environment where adults learn from each other.
So whateveryou do when focussing on supporting children with their communication andlanguage make sure to incorporate the three most effective practices,
1. Teaching and modelling vocabulary
2. Teaching and modelling language
3. Interactive reading
We find the crucial first step is to hook the children in with visuals, real objects and interesting spaces so they may already be inclined to communicate. Then the task of the interested adult begins.
“We all communicate in different ways. Let’s be attuned to that.” Daniela and Ali
Useful links
EEF blog explaining the Shrec approach.
EEF | Communication and language approaches
Making high quality interactions a priority in our settings
October 11, 2023
Nicola McGarrell
At the start of term as we set our development plans, settle new children and identify the children who will need the most support, we invariably find that a focus on supporting communication and language becomes essential in helping our young learners progress in all areas.
Verbal and non-verbal communication underpins absolutely everything we do. In a social situation, it determines our success in making new friendships and getting on with those around us. Making ourselves understood to others is so important in making us feel heard and good about ourselves.
Here we would like to share how we use research informed approaches to focus our attentions when planning experiences in the nursery. The EEF EYs toolkit and Evidence Store have helped support our staff in emphasising certain approaches over others to gain maximum impact. There are three areas we would like to underline because research has shown them to be the most effective in helping children develop communication and language as they have the largest evidence base to support them. They are:
1. Teaching and modelling vocabulary
2. Teaching and modelling language
3. Interactive reading
We will also emphasise how high-quality interactions and communication and language are particularly essential in helping children with SEND. How do we ensure that each interaction with children who are non-verbal supports their development? We highlight how we can adapt these three areas to meet the needs of children with SEND and particularly those who are non-verbal. Let’s not forget the preverbal skills underpinning communication such as responding to rhythm, noticing your own voice and moving to music.
First and foremost is respecting where the children are in their development. This begins with observing and learning their ways of communication especially if they are non-verbal. Birth to Five Matters highlights “listening to children and recognising their voices are expressed in a range of ways, including non-verbally, is central to inclusive practice.”
How many times, have you noticed that with all good intentions you have approached a child to interact with them and they have stopped what they are doing and moved away? This can often happen with a child who is non-verbal and or with SEND.We have learned that observation and having an open mind with a child is essential. We know full well a child may be very attentive to what you aresaying even though their body and face may not be facing you. Our job is to tune into different ways of listening and responding.
We find that when children first start nursery there are several phrases and words, they need to be introduced to in order that they may communicate their basic needs. For example, “Toilet” is an essential word we make sure every child is familiar with. Each child will be shown the toilets, how to use them and the stages of hand washing. The practitioners may narrate the processes as they do them and get the children to repeat some of the keywords. They may also sing, “Wash wash wash your hands, get them nice and clean, do the rub, do the scrub. Germs are very mean.” You will all recognise these familiar routines with the weaving in of language teaching through song and playfulness. Well, isn’t it good to know that these approaches are effective?
Visual aids are fantastic in supporting children who are neurodiverse in their own communication but also in understanding what is being communicated to them.This can be in the form of a photo or picture of resources or people or a diagram of an activity to communicate what is going to happen or offer a choice of what the child can do. Using the same visual aids across a setting and having them readily available to use (e.g. on your lanyard) are important to help embed this use of communication. We have also found that sharing with parents and carers and encouraging them to use some with their children at home has been very beneficial for the children.
Alongside visual aids the use of Makaton or other gesturing and signing systems proves very beneficial to aid communication and language particularly for children who are non-verbal. Again, like introducing essential words such as toilet to all children at the beginning of the year, introducing signs, actions or objects gives a child more options of how to communicate and express themselves independently. This is proven to help develop speech too. As well as the use of visual aids we have found that sharing these with parents and carers to use in the home and in their interactions and communication is very beneficial to aid the child. We share a sign of the week with staff to use with all children in the setting to help with continuity of practice.
Small key worker group times are dedicated to inducting children into how to use certain resources, how to use the space and some basic boundaries.
Initial boundary setting group times and incidental interactions will provide the language of negotiation such as clearly defining the difference between taking turns and sharing out. We will agree to behaviours that make everyone feel safe making sure to state what we do rather than use the prohibitive language of what not to do. As we all know from experience the last word in an instruction is the one that is remembered so it is important adults adapt their language accordingly. “Inside we walk” as opposed to “no running” is far more helpful in reminding a child of the agreed behaviour.
During this crucial settling in period there will often be children requesting to have a story read and before you know it there will be groups of children gathered round an adult looking at a story book. There will be the child who impatiently wants every word on the page read possibly to go through a similar home ritual that feels comforting and reassuring. Then there will be the child who wants to turn each page before the others have had a chance to describe the pictures. This is when our adults use a mixture of reading and describing the illustrations taking the lead from the children who want to talk about what they see and often relate it to home life experiences or other books they have read. The adult at this point cleverly ensures each child feels they have contributed equally. Where they come across a word that is not understood by all they explore its meaning, relate it to other contexts and possibly repeat the word playfully, “oh, let’s say the new word we have learned”. The interactive reading experience is a carefully facilitated exploration of a text with pictures where the educator builds on what the children know helping each child to progress with their language learning from their varied starting points.
We have all noticed how good music is in attuning children to words and actions, to grab their attention. We have also all noticed how preverbal and nonverbal children will often first move to a rhythm, vocalise the structure of a song, then do actions before saying the words of the song. Singing with actions helps children with eye contact and learning commands. It can help bring awareness to an individual’s voice. Research shows that using familiar songs can be a simple way to stimulate speech. Songs are often repetitive and enjoyable so choosing songs that are meaningful throughout the day helps with routines, learning vocabulary and aiding language development.
In our settings we have also found that children are fascinated by the natural world and therefore inspired to talk about what they observe and notice in the world around them. So time in our forest school or in our gardens has served as a great opportunity to introduce new words and build the art of conversation.Some of our reluctant speakers have suddenly found their voices in our greenest outdoor spaces. It is then up to us to ensure we pick out particular words and phrases to repeat, imbed and rehearse, words and phrases that can help build a web of knowledge. ‘I wonder…’ remarks can help spark the imagination and help start a series of to and fro interactions between child and adult as well as between peers discussing the best place to re home a worm for example.
Involving all adults
Let's not forget the central role parents, extended family and childminders play in developing children’s early language skills. Language teaching is especially well suited to the peaceful home environment where the favourite book shared can be revisited, acted out and sung as often as the child requests. Stay and play sessions also provide an opportunity to introduce rhyme times and early story telling in an environment where adults learn from each other.
So whateveryou do when focussing on supporting children with their communication andlanguage make sure to incorporate the three most effective practices,
1. Teaching and modelling vocabulary
2. Teaching and modelling language
3. Interactive reading
We find the crucial first step is to hook the children in with visuals, real objects and interesting spaces so they may already be inclined to communicate. Then the task of the interested adult begins.
“We all communicate in different ways. Let’s be attuned to that.” Daniela and Ali
Useful links
EEF blog explaining the Shrec approach.
EEF | Communication and language approaches
