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Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported. Communication, Language and Literacy is made up of the following aspects: language for communication - is about how children become communicators. Learning to listen and speak emerges out of non-verbal communication, which includes facial expression, eye contact, and hand gesture.
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Originaltitel
EYFS Communication, Language and Literacy for Offwell Under Fives
Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported. Communication, Language and Literacy is made up of the following aspects: language for communication - is about how children become communicators. Learning to listen and speak emerges out of non-verbal communication, which includes facial expression, eye contact, and hand gesture.
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Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported. Communication, Language and Literacy is made up of the following aspects: language for communication - is about how children become communicators. Learning to listen and speak emerges out of non-verbal communication, which includes facial expression, eye contact, and hand gesture.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PDF, TXT herunterladen oder online auf Scribd lesen
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
■ Allow children to see adults reading and writing and conversations, respect their encourage children to communicate their thoughts, encourage children to experiment with writing thinking time and silences and ideas and feelings through a range of expressive forms, for themselves through making marks, help them develop the interaction. such as body movement, art, dance and songs. personal writing symbols ■ Show particular awareness of, ■ Develop children’s phonological awareness, particularly and conventional script. and sensitivity to, the needs of through rhyme and alliteration and their knowledge of ■ Identify and respond to children learning English as an the alphabetic code. any particular difficulties in additional language. Use their ■ Develop children’s awareness of languages and writing children’s language home language when appropriate systems other than English, and communication development at an and ensure close teamwork systems such as signing and Braille. early stage. 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 • Areas of Learning ming eu feumandquisi Development bla feuiscin henis nulput effective including practice, planning and resourcing at different stages are detailed aciliquisse. in• the G Practice rids con Guidance for the duisEarly Years Foundation Stage 00012-2007CDO-EN
OK Media 02-2007 conum • Early at, quatuer Support iurerosto is information corper irit lor available onsequississit the CD-ROM ero ISBN 978-1-84478-886-6 odoloreros under areas ofnim delit. and Development. Learning •R esearch and resources are available on the CD-ROM.