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Speaking and Listening Activities for the Early Years
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1 Speaking and Listening Activities for the Early Years Promoting Communication Skills Across the Foundation Stage Curri...Description
Speaking and Listening Activities for the Early Years Promoting Communication Skills Across the Foundation Stage Curriculum
Debbie Chalmers
We hope you enjoy using this book. If you would like further information on other books or e-resources published by Brilliant Publications, please write to the address given below or look on our website: www.brilliantpublications.co.uk. Foundation Blocks series Communication and Language with Literacy Physical Development with Expressive Arts and Design Personal, Social and Emotional Development with Understanding the World and Mathematics Activities for 35 Year Olds series All About Us Caring and Sharing Colours Families Food Gardening Pets Shopping Water Weather Other titles Drama Activities for the Early Years Phonic Limericks Play Activities for the Early Years Science and Technology for the Early Years Creative Activities for the Early Years Games for the Early Years Preschool Art: Its the process not the product!
Published by Brilliant Publications Unit 10 Sparrow Hall Farm Edlesborough Dunstable Bedfordshire LU6 2ES, UK
E-mail: Website: Tel:
[emailprotected] www.brilliantpublications.co.uk 01525 222292
The name Brilliant Publications and the logo are registered trademarks. Written by Debbie Chalmers Illustrated by Brilliant Publications
© Text Debbie Chalmers 2014 © Design Brilliant Publications 2014 Printed book ISBN 978-1-78317-123-1 E-book ISBN 978-1-78317-124-8 First printed in the UK in 2015 The right of Debbie Chalmers to be identified as the author of this work has been asserted by herself in accordance with the Copyright, Designs and Patents Act 1988.
Contents Introduction Learning opportunities linked to Early Learning Goals
67 813
Activities Activity
Page no
Early Learning Goals Addressed CL
PSED PD
L
M
UW
EAD
Listening skills for 23 year olds Explanation of the development of listening skills in children aged 23 years N N N N Come outside 15 Stop Go!
16
N
N
N
Step over here
17
N
N
Who made that noise?
18
N
N
Body work
19
N
N
N
Who said that?
20
N
N
N
Pass it to me
21
N
N
Contrasts
22
N
N
Noisy stories
23
N
N
Move in time
24
N
N
N
N
N N N
N N
N
N
N
N N
N
N
N
N N
N N N N N Tidy up time! 25 Listening skills for 45 year olds Explanation of the development of listening skills in children aged 45 years N N N N N Do it to order 27 Please join in
28
N
N
N
N
N
Make a sound story
29
N
N
N
Shake and guess
30
N
N
N
Find the sound
31
N
N
Whats hiding?
32
N
N
Put us together
33
N
N
Sequence of moves
34
N
N
Whos talking?
35
N
N
Sound mixing
36
N
N
N
N N
N N
N
N N
N
N
N
N N N N N Up and down 37 Speaking skills for 23 year olds Explanation of the development of speaking skills in children aged 23 years N N N May I have it please? 39 Yes or no?
40
N
N
Hello and goodbye
41
N
N
Is it my turn now?
42
N
N
Tell us what you did
43
N
N
N
N
N
N
N
N
N
Activity
Page no
Early Learning Goals Addressed CL
PSED PD
Take your turn
44
N
N
Choose your favourites
45
N
N
I need to go
46
N
N
Who cares for you?
47
N
N
All join in
48
N
N
N
What if?
49
N
N
N
How old are we?
50
N
N
Feelings
51
N
N
L
M
N
UW
EAD
N N
N
N
N
N N N
N
N
N N
N
N N N N N Story emotions 52 Speaking skills for 45 year olds Explanation of the development of speaking skills in children aged 45 years N N N What are they doing? 54 Thank you for coming
55
N
N
N
N
N
N
Find the rhymes
56
N
N
N
N
N
N
Round of sounds
57
N
N
N
N
N
Add a description
58
N
N
N
Will you be my friend?
59
N
N
N
Share with me
60
N
N
Cycles of change
61
N
N
N
What is happening?
62
N
N
N
Would you rather?
63
N
N
N
Sorry!
64
N
N
N
N
What did they do?
65
N
N
N
N
Hear the sound
66
N
N
N
N
N
N
N
N
N
N
N
N N N N N N Model speeches 67 How speaking and listening skills contribute to the overall development of children aged 25 years Prime area of Communication and Language
6869
Prime area of Personal, Social and Emotional Development
6971
Prime area of Physical Development
7173
Specific area of Expressive Arts and Design
7374
Specific area of Literacy
7475
Specific area of Understanding the World
7577
Specific area of Mathematics 7778 Speaking and listening skills for 23 year olds N N Listen to each other 79
N
Me please!
80
N
N
N
Which one do I mean?
81
N
N
N
N N
Activity
Page no
Early Learning Goals Addressed CL
PSED PD
L
M
What happened to you?
82
N
N
N
If I feel cross
83
N
N
Find it
84
N
N
I like that
85
N
N
Give me an answer
86
N
N
N
Count the beats
87
N
N
N
N
N N Catch the ball 88 Speaking and listening skills for 45 year olds N N Hobbies 89
N
N
EAD
N
N
N N N N
N N
N
Name the instrument
90
N
N
This is my story
91
N
N
Which way to go?
92
N
N
Tell me a joke
93
N
N
I wonder why
94
N
N
N
What am I doing?
95
N
N
N
Hello everybody
96
N
N
Look what I can do
97
N
N
My letter
98
N
N
Activities index
UW
N N
N
N
N N
N
N
N N
N N
N N N
N
N
N
N N 99
Introduction The development of language and the ability to communicate effectively is an important milestone. Although acquiring speaking and listening skills may be considered cognitive learning, they only develop fully when children share a social connection and understanding with people who care about them. Children need access to positive language experiences within supportive environments. They learn vocabulary through meaningful communication when they know that their early use of language will be celebrated and encouraged. Early years practitioners and teachers do not assume that children will develop confident and effective speaking and listening skills regardless of their earlier experiences, or underestimate the vital roles played by parents and other primary carers throughout their childrens early years. They know that it is important to share an understanding of early language development and to show sensitivity in meeting each familys needs, in order to empower parents and carers and encourage them to build confident interactions with their children, as many children suffer long lasting effects if their early language, understanding and communication skills are less well developed from the age of two years. Beginning with trials in pilot areas from 2006, the Department of Education introduced a programme of funded places for two year olds that reached every local authority by 2010. The scheme made the 20% most disadvantaged two year olds eligible for 15 hours of free early education per week from September 2013, and the scheme was expanded further, to include many more children, from September 2014. All three and four year olds are already entitled to fifteen hours of early education per week. Many of the two year olds taking up funded places may have had early experiences and family circumstances that did not provide typical stimulation and some will present behavioural or learning challenges. Warm and responsive practitioners need to meet 6
these childrens individual needs by promoting early communication skills, such as making eye contact, directing and focusing attention and turn taking, and sitting close to them to engage in conversation. Children aged from two years to four and a half years attending a setting together will be at very different stages of verbal communication. The two year olds, and even some of the three year olds, may be only just beginning to string words together, while some of the four year olds will be capable of deep and involved conversations that include descriptions, sequences, memories, predictions, discussions and negotiations. Encouraging all of the children to talk and supporting and extending their developing verbal skills will allow them to learn from each other. The younger ones may acquire new vocabulary, greater fluency and an understanding of persuasion, negotiation and compromise, while the older ones may develop patience, empathy and the ability to express themselves simply and clearly. All children may learn good manners and cooperation skills and form friendships with adults and with each other, as they learn to speak confidently and politely and to listen to and consider what others have to say. Well-developed speaking and listening skills promote teamwork and sensitivity and allow children to gradually take a greater responsibility for their own needs, as well as to learn through their play as they describe, discuss, plan, wonder, pretend and imagine. The activities in this book are intended to form a practical resource for practitioners to use whenever they need ideas to offer specific extra support or practice in speaking and listening skills to the children in their care. Through carefully planned and supported games
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
and activities, practitioners may encourage children to learn and practise vital skills in speaking and listening, such as:
expressing their own needs and feelings and understanding the needs and feelings of others sharing and taking turns asking to join in with play and inviting others to join them negotiating and reaching compromises in order to play successfully with others developing imaginative narratives, characters and scenarios in small-world and role-play learning new vocabulary and grammar and using richer and more complicated language describing their own ideas and experiences sharing their home languages and cultures with the group understanding reasons and timescales in order to tolerate delay or postponement of gratification verbalising emotions, especially anger or distress, in order to maintain control taking part in conversations and discussions with an adult, a friend or a group knowing when to be silent and give attention to others in order to learn respecting others right to speak and waiting or joining in appropriately enjoying a variety of stories, poems, rhymes and songs recognising and matching rhymes, alliteration and phonic sounds developing rhythm and fluency in speech and using intonation to express meaning absorbing and exchanging information asking, understanding and explaining why things happen and how things work predicting what might happen and understanding risks and consequences of actions
using appropriate speech in different situations in order to communicate effectively with families, with friends, with familiar carers and teachers, with strangers or within a group using polite speech and good manners in order to express their needs and wishes clearly developing self-confidence through the knowledge that they can communicate effectively with others whenever they need to being aware of the world around them and alert to both opportunities and dangers making the most of every possible experience for fun and learning forming satisfying and constructive relationships with adults and peers.
Rough age guides are given for ease of grouping the ideas within the book, but all activities may be adapted by practitioners to suit children at any age or stage of development. They can be used on a one-to-one basis with a child, or with a small group, a larger group or the whole group at the setting, provided enough practitioners are available to maintain an appropriate adult to child ratio, and can be extended as dictated by the childrens needs and abilities. Adults should lead and support the children when first introducing activities, but encourage them to go on to use them in their own play and daily lives once they are confident, in order to further develop the ideas and consolidate the skills learned. Learning opportunities and links to the early learning goals of the revised EYFS are clearly listed at the end of each activity, to assist in the recognising, assessing and recording of childrens progress and development.
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
7
Learning opportunities linked to Early Learning Goals All of the activities contribute to childrens development towards the Early Learning Goals in the prime areas of Communication and Language and Personal, Social and Emotional Development. The other prime and specific areas of development vary between the activities.
4. 5.
6. Individual children will be achieving at different levels, even within small groups, and practitioners should record their progress using their own observations and professional judgement. Children may arrive at a setting with skills well below what might usually be expected according to their chronological age, but they may go on to achieve a high level of development and progress. A list of the learning opportunities and developmental stepping stones that it may be appropriate to record, from 8-20 months to 40-60+ months, is therefore given, allowing practitioners to select different and appropriate statements for each child. To ensure that all of the possible learning opportunities and developmental stepping stones will fit into the space available on each activity page, a system of numbers is used. Practitioners should refer to the following key when recording progress and development, until they become familiar with the statements and their numbers.
Developmental stepping stones key to numbers used: Communication and Language Listening and attention [CLLA] 1. Listens to and enjoys rhythmic patterns in rhymes and stories [1626 months]. 2. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisation [1626 months]. 3. Recognises and responds to many familiar 8
7. 8.
9. 10. 11.
sounds [2236 months]. Shows interest in play with sounds, songs and rhymes [2236 months]. Single channelled attention responds to own name when spoken by a familiar adult [2236 months]. Listens to others one-to-one or in small groups when conversation interests them [3050 months]. Listens to stories with increasing attention and recall [3050 months]. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories [3050 months]. Focuses attention on one person speaking or one sound at a time [3050 months]. Is able to follow directions [3050 months]. Maintains attention, concentrates and sits quietly during appropriate activity [4060+ months].
Communication and Language Understanding [CLU] 1. Selects familiar objects by name and will go to find objects when asked, or will identify objects from a group [1626 months]. 2. Understands simple sentences [1626 months]. 3. Understands more complex sentences [2236 months]. 4. Understands simple questions [2236 months]. 5. Develops understanding of simple concepts [2236 months]. 6. Understands uses of objects [3050 months]. 7. Shows understanding of prepositions by carrying out actions [3050 months] 8. Responds to simple instructions [3050 months]. 9. Responds to instructions involving a two-part sequence [4060+ months]. 10. Understands humour, such as nonsense rhymes and jokes [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
11. Listens and responds to ideas expressed by others in conversation or discussion [4060+ months].
Communication and Language Speaking [CLS] 1. Begins to put two words together [1626 months]. 2. Uses different types of everyday words, including nouns, verbs and adjectives [1626 months]. 3. Begins to talk about people and things that are not present [1626 months]. 4. Uses language as a powerful means of widening contacts and sharing feelings, experiences and thoughts [2236 months]. 5. Learns new words very rapidly and is able to use them in communicating [2236 months]. 6. Uses gestures, sometimes with limited talk [2236 months]. 7. Uses a variety of questions [2236 months]. 8. Begins to use more complex sentences to link thoughts [3050 months]. 9. Can retell a simple past event in a correct order [3050 months]. 10. Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences [3050 months]. 11. Questions why things happen and gives explanations [3050 months]. 12. Uses a range of tenses [3050 months]. 13. Uses intonation, rhythm and phrasing to make meanings clear to others [3050 months]. 14. Uses vocabulary focused on objects and people of particular importance [3050 months]. 15. Builds up vocabulary that reflects a breadth of experiences [3050 months]. 16. Extends vocabulary, especially by grouping and naming, exploring the meanings and sounds of new words [4060+ months]. 17. Uses language to imagine and recreate roles and experiences in play situations [4060+ months]. 18. Links statements and sticks to a main theme or intention [4060+ months]. 19. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events
[4060+ months]. 20. Introduces a storyline or narrative into their play [4060+ months]. 21. Expresses self effectively, showing awareness of listeners needs and observing manners and social conventions [4060+ months].
Personal, Social and Emotional Development Making relationships [PSEDMR] 1. Interacts with others and explores new situations when supported by a familiar person [8-20 months]. 2. Plays alongside others [1626 months]. 3. Interested in others play and starting to join in [2236 months]. 4. Seeks out others to share experiences [2236 months]. 5. Directs attention for group participation and can play in a group, extending and elaborating play ideas [3050 months]. 6. Initiates play, offering cues to peers to join them [3050 months]. 7. Keeps play going by responding to what others are saying or doing [3050 months]. 8. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults [3050 months]. 9. Initiates conversations, attends to and takes account of what others say [4060+ months]. 10. Explains own knowledge and understanding and asks appropriate questions of others [4060+ months]. 11. Takes steps to resolve conflicts with other children, such as finding a compromise [4060+ months].
Personal, Social and Emotional Development Self-confidence and self-awareness [PSEDSCSA] 1. Expresses own preferences and interests [2236 months]. 2. Can select and use activities and resources with help [3050 months]. 3. Welcomes and values praise for actions and achievements [3050 months]. 4. Enjoys the responsibility of carrying out small tasks [3050 months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
9
5. Is more outgoing towards unfamiliar people and more confident in new social situations [3050 months]. 6. Is confident to talk to other children when playing and will communicate freely about own home and community [3050 months]. 7. Shows confidence in asking adults for help [3050 months]. 8. Is confident to speak to others about own needs, wants, interests and opinions [4060+ months]. 9. Can describe self in positive terms and talk about abilities [4060+ months].
Personal, Social and Emotional Development Managing feelings and behaviour [PSEDMFB] 1. Begins to understand yes, no and some boundaries [8-20 months]. 2. Responds to a few appropriate boundaries with encouragement and support [2236 months]. 3. Seeks comfort from familiar adults when needed [2236 months]. 4. Can express own feelings such as happy, sad, cross, scared and worried [2236 months]. 5. Responds to the feelings and wishes of others [2236 months]. 6. Shows understanding of and co-operates with some boundaries and routines [2236 months]. 7. Can inhibit own actions and behaviours [2236 months]. 8. Is aware of own feelings and knows that some actions and words can hurt others feelings [3050 months]. 9. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others [3050 months]. 10. Can usually tolerate delay when needs are not immediately met and understands that wishes may not always be met [3050 months]. 11. Can usually adapt behaviour to different events, social situations and changes in routine [3050 months]. 12. Understands that own actions affect other people [4060+ months]. 13. Is aware of the boundaries set and of behavioural expectations in the setting [4060+ months]. 10
14. Begins to be able to negotiate and solve problems without aggression [4060+ months].
Physical Development Moving and handling [PDMH] 1.
2. 3.
4. 5. 6. 7.
8.
9.
Shows control in holding and using items such as jugs for pouring, hammers, books and mark making tools [2236 months]. Moves freely and with pleasure and confidence in a range of ways [3050 months]. Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles [3050 months]. Uses one-handed tools and equipment [3050 months]. Can copy some letters [3050 months]. Experiments with different ways of moving [4060+ months]. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles [4060+ months]. Handles tools, objects, toys, instruments, construction and malleable materials safely and with increasing control [4060+ months]. Begins to form recognisable letters [4060+ months].
Physical Development Health and self-care [PD-HSC] 1. Begins to be independent in self-care, but still often needs adult support [2236 months]. 2. Can tell adults when hungry or tired or when they want to rest or play [3050 months]. 3. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health [4060+ months]. 4. Shows understanding of the need for safety when tackling new challenges and considers and manages some risks [4060+ months]. 5. Practises some appropriate safety measures without direct supervision [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
Expressive Arts and Design Exploring and using media and materials [EAD-EUMM] 1. Imitates and improvises actions they have observed [8-20 months]. 2. Begins to move to music and listen to or join in with rhymes or songs [1626 months]. 3. Joins in with the singing of favourite songs [2236 months]. 4. Creates sounds by banging, shaking, tapping or blowing [2236 months]. 5. Shows an interest in the way musical instruments sound [2236 months]. 6. Enjoys joining in with dancing and ring games [3050 months]. 7. Sings a few familiar songs [3050 months]. 8. Begins to move rhythmically [3050 months]. 9. Imitates movement in response to music [3050 months]. 10. Taps out simple repeated rhythms [3050 months]. 11. Explores and learns how sounds can be changed [3050 months]. 12. Begins to be interested in and describe the texture of things [3050 months]. 13. Begins to build a repertoire of songs and dances [4060+ months]. 14. Explores the different sounds of instruments [4060+ months]. 15. Uses simple tools and techniques competently and appropriately [4060+ months].
Expressive Arts and Design Being imaginative [EADBI] 1. Begins to make believe by pretending [2236 months]. 2. Creates movement in response to music [3050 months]. 3. Makes up rhythms [3050 months]. 4. Engages in imaginative role-play based on own first-hand experiences [3050 months]. 5. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences [4060+ months]. 6. Introduces a storyline or narrative into play [4060+ months]. 7. Plays alongside other children who are
engaged in the same theme [4060+ months]. 8. Plays cooperatively as part of a group to develop and act out a narrative [4060+ months].
Literacy Reading [LR] 1. Repeats words or phrases from familiar stories [2236 months]. 2. Fills in the missing word or phrase in a known rhyme, story or game [2236 months]. 3. Enjoys rhyming and rhythmic activities [3050 months]. 4. Shows awareness of rhyme and alliteration [3050 months]. 5. Recognises rhythm in spoken words [3050 months]. 6. Listens to and joins in with stories and poems, one-to-one and in small groups [3050 months]. 7. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories [3050 months]. 8. Begins to be aware of the way stories are structured [3050 months]. 9. Suggests how a story might end [3050 months]. 10. Listens to stories with increasing attention and recall [3050 months]. 11. Describes main story settings, events and principal characters [3050 months]. 12. Shows interest in illustrations and print in books [3050 months]. 13. Looks at books independently [3050 months]. 14. Holds books the correct way up and turns pages [3050 months]. 15. Uses vocabulary and forms of speech that are increasingly influenced by experiences of books [4060+ months]. 16. Enjoys an increasing range of books [4060+ months]. 17. Knows that information can be retrieved from books and computers [4060+ months].
Literacy Writing [L-W] 1. Ascribes meanings to marks seen in different places [3050 months]. 2. Gives meanings to marks made when drawing, writing and painting [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
11
3. Continues a rhyming string [4060+ months]. 4. Hears and says the initial sound in a word [4060+ months]. 5. Links sounds to letters, naming and sounding the letters of the alphabet [4060+ months]. 6. Writes own name and other things such as labels and captions [4060+ months]. 7. Attempts to write short sentences in meaningful contexts [4060+ months].
Understanding the World People and communities [UWPC] 1. Enjoys pictures and stories about self, own family and other people [1626 months]. 2. Has a sense of own immediate family and relations [2236 months]. 3. In pretend play, imitates everyday actions and events from own family and cultural background [2236 months]. 4. Begins to form own friendships [2236 months]. 5. Learns about similarities and differences that connect people to and distinguish them from others [2236 months]. 6. Shows interest in the lives of familiar people [3050 months]. 7. Remembers and talks about significant events from own experiences [3050 months]. 8. Recognises and describes special times or events for family or friends [3050 months]. 9. Shows interest in different occupations and ways of life [3050 months]. 10. Knows some of the things that make people unique and can talk about some similarities and differences in relation to friends or family [3050 months].
Understanding the World The world [UW-W] 1. Knows things are used in different ways. [820 months]. 2. Explores objects by linking together different approaches and using different senses. [1626 months]. 3. Enjoys playing with small-world models [2236 months]. 4. Notices detailed features of objects in the environment [2236 months]. 12
5. Can talk about some things observed, such as plants and animals or natural and found objects [3050 months]. 6. Talks about why things happen and how things work [3050 months]. 7. Shows care and concern for living things and the environment [3050 months].
Understanding the World Technology [UW-T] 1. Knows how to operate simple equipment, such as a CD player [3050 months]. 2. Shows an interest in technological real objects, such as cameras [3050 months]. 3. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sounds or movements [3050 months].
Mathematics Numbers [MN] 1. Begins to organise and categorise objects [1626 months]. 2. Uses some language of quantities [2236 months]. 3. Uses some number names and number language spontaneously [3050 months]. 4. Uses some number names accurately in play [3050 months]. 5. Realises that not only objects, but anything, such as movements, can be counted [3050 months]. 6. Counts up to three or four objects by saying one number name for each item [4060+ months]. 7. Counts actions or objects which cannot be moved [4060+ months]. 8. Counts an irregular arrangement of up to ten objects [4060+ months].
Mathematics Shape, space and measure [M-SSM] 1. Associates a sequence of actions with daily routines [1626 months]. 2. Begins to use the language of size [2236 months]. 3. Understands some talk about immediate past and future [2236 months]. 4. Anticipates specific time based events such as
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
mealtimes or hometime [2236 months]. 5. Uses positional language [3050 months]. 6. Begins to talk about the shapes of everyday objects [3050 months]. 7. Begins to use mathematical names for 3D and 2D shapes [4060+ months]. 8. Selects a particular named shape [4060+ months]. 9. Can describe own position relative to another person or object [4060+ months]. 10. Orders two or three items by length or height [4060+ months]. 11. Orders two items by weight or capacity [40 60+ months]. 12. Uses everyday language related to time [40 60+ months]. 13. Orders and sequences familiar events [4060+ months]. 14. Measures short periods of time in simple ways [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
13
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We hope you enjoy using this book. If you would like further information on other books or e-resources published by Brilliant Publications, please write to the address given below or look on our website: www.brilliantpublications.co.uk. Foundation Blocks series Communication and Language with Literacy Physical Development with Expressive Arts and Design Personal, Social and Emotional Development with Understanding the World and Mathematics Activities for 35 Year Olds series All About Us Caring and Sharing Colours Families Food Gardening Pets Shopping Water Weather Other titles Drama Activities for the Early Years Phonic Limericks Play Activities for the Early Years Science and Technology for the Early Years Creative Activities for the Early Years Games for the Early Years Preschool Art: Its the process not the product!
Published by Brilliant Publications Unit 10 Sparrow Hall Farm Edlesborough Dunstable Bedfordshire LU6 2ES, UK
E-mail: Website: Tel:
[emailprotected] www.brilliantpublications.co.uk 01525 222292
The name Brilliant Publications and the logo are registered trademarks. Written by Debbie Chalmers Illustrated by Brilliant Publications
© Text Debbie Chalmers 2014 © Design Brilliant Publications 2014 Printed book ISBN 978-1-78317-123-1 E-book ISBN 978-1-78317-124-8 First printed in the UK in 2015 The right of Debbie Chalmers to be identified as the author of this work has been asserted by herself in accordance with the Copyright, Designs and Patents Act 1988.
Contents Introduction Learning opportunities linked to Early Learning Goals
67 813
Activities Activity
Page no
Early Learning Goals Addressed CL
PSED PD
L
M
UW
EAD
Listening skills for 23 year olds Explanation of the development of listening skills in children aged 23 years N N N N Come outside 15 Stop Go!
16
N
N
N
Step over here
17
N
N
Who made that noise?
18
N
N
Body work
19
N
N
N
Who said that?
20
N
N
N
Pass it to me
21
N
N
Contrasts
22
N
N
Noisy stories
23
N
N
Move in time
24
N
N
N
N
N N N
N N
N
N
N
N N
N
N
N
N N
N N N N N Tidy up time! 25 Listening skills for 45 year olds Explanation of the development of listening skills in children aged 45 years N N N N N Do it to order 27 Please join in
28
N
N
N
N
N
Make a sound story
29
N
N
N
Shake and guess
30
N
N
N
Find the sound
31
N
N
Whats hiding?
32
N
N
Put us together
33
N
N
Sequence of moves
34
N
N
Whos talking?
35
N
N
Sound mixing
36
N
N
N
N N
N N
N
N N
N
N
N
N N N N N Up and down 37 Speaking skills for 23 year olds Explanation of the development of speaking skills in children aged 23 years N N N May I have it please? 39 Yes or no?
40
N
N
Hello and goodbye
41
N
N
Is it my turn now?
42
N
N
Tell us what you did
43
N
N
N
N
N
N
N
N
N
Activity
Page no
Early Learning Goals Addressed CL
PSED PD
Take your turn
44
N
N
Choose your favourites
45
N
N
I need to go
46
N
N
Who cares for you?
47
N
N
All join in
48
N
N
N
What if?
49
N
N
N
How old are we?
50
N
N
Feelings
51
N
N
L
M
N
UW
EAD
N N
N
N
N
N N N
N
N
N N
N
N N N N N Story emotions 52 Speaking skills for 45 year olds Explanation of the development of speaking skills in children aged 45 years N N N What are they doing? 54 Thank you for coming
55
N
N
N
N
N
N
Find the rhymes
56
N
N
N
N
N
N
Round of sounds
57
N
N
N
N
N
Add a description
58
N
N
N
Will you be my friend?
59
N
N
N
Share with me
60
N
N
Cycles of change
61
N
N
N
What is happening?
62
N
N
N
Would you rather?
63
N
N
N
Sorry!
64
N
N
N
N
What did they do?
65
N
N
N
N
Hear the sound
66
N
N
N
N
N
N
N
N
N
N
N
N N N N N N Model speeches 67 How speaking and listening skills contribute to the overall development of children aged 25 years Prime area of Communication and Language
6869
Prime area of Personal, Social and Emotional Development
6971
Prime area of Physical Development
7173
Specific area of Expressive Arts and Design
7374
Specific area of Literacy
7475
Specific area of Understanding the World
7577
Specific area of Mathematics 7778 Speaking and listening skills for 23 year olds N N Listen to each other 79
N
Me please!
80
N
N
N
Which one do I mean?
81
N
N
N
N N
Activity
Page no
Early Learning Goals Addressed CL
PSED PD
L
M
What happened to you?
82
N
N
N
If I feel cross
83
N
N
Find it
84
N
N
I like that
85
N
N
Give me an answer
86
N
N
N
Count the beats
87
N
N
N
N
N N Catch the ball 88 Speaking and listening skills for 45 year olds N N Hobbies 89
N
N
EAD
N
N
N N N N
N N
N
Name the instrument
90
N
N
This is my story
91
N
N
Which way to go?
92
N
N
Tell me a joke
93
N
N
I wonder why
94
N
N
N
What am I doing?
95
N
N
N
Hello everybody
96
N
N
Look what I can do
97
N
N
My letter
98
N
N
Activities index
UW
N N
N
N
N N
N
N
N N
N N
N N N
N
N
N
N N 99
Introduction The development of language and the ability to communicate effectively is an important milestone. Although acquiring speaking and listening skills may be considered cognitive learning, they only develop fully when children share a social connection and understanding with people who care about them. Children need access to positive language experiences within supportive environments. They learn vocabulary through meaningful communication when they know that their early use of language will be celebrated and encouraged. Early years practitioners and teachers do not assume that children will develop confident and effective speaking and listening skills regardless of their earlier experiences, or underestimate the vital roles played by parents and other primary carers throughout their childrens early years. They know that it is important to share an understanding of early language development and to show sensitivity in meeting each familys needs, in order to empower parents and carers and encourage them to build confident interactions with their children, as many children suffer long lasting effects if their early language, understanding and communication skills are less well developed from the age of two years. Beginning with trials in pilot areas from 2006, the Department of Education introduced a programme of funded places for two year olds that reached every local authority by 2010. The scheme made the 20% most disadvantaged two year olds eligible for 15 hours of free early education per week from September 2013, and the scheme was expanded further, to include many more children, from September 2014. All three and four year olds are already entitled to fifteen hours of early education per week. Many of the two year olds taking up funded places may have had early experiences and family circumstances that did not provide typical stimulation and some will present behavioural or learning challenges. Warm and responsive practitioners need to meet 6
these childrens individual needs by promoting early communication skills, such as making eye contact, directing and focusing attention and turn taking, and sitting close to them to engage in conversation. Children aged from two years to four and a half years attending a setting together will be at very different stages of verbal communication. The two year olds, and even some of the three year olds, may be only just beginning to string words together, while some of the four year olds will be capable of deep and involved conversations that include descriptions, sequences, memories, predictions, discussions and negotiations. Encouraging all of the children to talk and supporting and extending their developing verbal skills will allow them to learn from each other. The younger ones may acquire new vocabulary, greater fluency and an understanding of persuasion, negotiation and compromise, while the older ones may develop patience, empathy and the ability to express themselves simply and clearly. All children may learn good manners and cooperation skills and form friendships with adults and with each other, as they learn to speak confidently and politely and to listen to and consider what others have to say. Well-developed speaking and listening skills promote teamwork and sensitivity and allow children to gradually take a greater responsibility for their own needs, as well as to learn through their play as they describe, discuss, plan, wonder, pretend and imagine. The activities in this book are intended to form a practical resource for practitioners to use whenever they need ideas to offer specific extra support or practice in speaking and listening skills to the children in their care. Through carefully planned and supported games
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
and activities, practitioners may encourage children to learn and practise vital skills in speaking and listening, such as:
expressing their own needs and feelings and understanding the needs and feelings of others sharing and taking turns asking to join in with play and inviting others to join them negotiating and reaching compromises in order to play successfully with others developing imaginative narratives, characters and scenarios in small-world and role-play learning new vocabulary and grammar and using richer and more complicated language describing their own ideas and experiences sharing their home languages and cultures with the group understanding reasons and timescales in order to tolerate delay or postponement of gratification verbalising emotions, especially anger or distress, in order to maintain control taking part in conversations and discussions with an adult, a friend or a group knowing when to be silent and give attention to others in order to learn respecting others right to speak and waiting or joining in appropriately enjoying a variety of stories, poems, rhymes and songs recognising and matching rhymes, alliteration and phonic sounds developing rhythm and fluency in speech and using intonation to express meaning absorbing and exchanging information asking, understanding and explaining why things happen and how things work predicting what might happen and understanding risks and consequences of actions
using appropriate speech in different situations in order to communicate effectively with families, with friends, with familiar carers and teachers, with strangers or within a group using polite speech and good manners in order to express their needs and wishes clearly developing self-confidence through the knowledge that they can communicate effectively with others whenever they need to being aware of the world around them and alert to both opportunities and dangers making the most of every possible experience for fun and learning forming satisfying and constructive relationships with adults and peers.
Rough age guides are given for ease of grouping the ideas within the book, but all activities may be adapted by practitioners to suit children at any age or stage of development. They can be used on a one-to-one basis with a child, or with a small group, a larger group or the whole group at the setting, provided enough practitioners are available to maintain an appropriate adult to child ratio, and can be extended as dictated by the childrens needs and abilities. Adults should lead and support the children when first introducing activities, but encourage them to go on to use them in their own play and daily lives once they are confident, in order to further develop the ideas and consolidate the skills learned. Learning opportunities and links to the early learning goals of the revised EYFS are clearly listed at the end of each activity, to assist in the recognising, assessing and recording of childrens progress and development.
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
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Learning opportunities linked to Early Learning Goals All of the activities contribute to childrens development towards the Early Learning Goals in the prime areas of Communication and Language and Personal, Social and Emotional Development. The other prime and specific areas of development vary between the activities.
4. 5.
6. Individual children will be achieving at different levels, even within small groups, and practitioners should record their progress using their own observations and professional judgement. Children may arrive at a setting with skills well below what might usually be expected according to their chronological age, but they may go on to achieve a high level of development and progress. A list of the learning opportunities and developmental stepping stones that it may be appropriate to record, from 8-20 months to 40-60+ months, is therefore given, allowing practitioners to select different and appropriate statements for each child. To ensure that all of the possible learning opportunities and developmental stepping stones will fit into the space available on each activity page, a system of numbers is used. Practitioners should refer to the following key when recording progress and development, until they become familiar with the statements and their numbers.
Developmental stepping stones key to numbers used: Communication and Language Listening and attention [CLLA] 1. Listens to and enjoys rhythmic patterns in rhymes and stories [1626 months]. 2. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisation [1626 months]. 3. Recognises and responds to many familiar 8
7. 8.
9. 10. 11.
sounds [2236 months]. Shows interest in play with sounds, songs and rhymes [2236 months]. Single channelled attention responds to own name when spoken by a familiar adult [2236 months]. Listens to others one-to-one or in small groups when conversation interests them [3050 months]. Listens to stories with increasing attention and recall [3050 months]. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories [3050 months]. Focuses attention on one person speaking or one sound at a time [3050 months]. Is able to follow directions [3050 months]. Maintains attention, concentrates and sits quietly during appropriate activity [4060+ months].
Communication and Language Understanding [CLU] 1. Selects familiar objects by name and will go to find objects when asked, or will identify objects from a group [1626 months]. 2. Understands simple sentences [1626 months]. 3. Understands more complex sentences [2236 months]. 4. Understands simple questions [2236 months]. 5. Develops understanding of simple concepts [2236 months]. 6. Understands uses of objects [3050 months]. 7. Shows understanding of prepositions by carrying out actions [3050 months] 8. Responds to simple instructions [3050 months]. 9. Responds to instructions involving a two-part sequence [4060+ months]. 10. Understands humour, such as nonsense rhymes and jokes [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
11. Listens and responds to ideas expressed by others in conversation or discussion [4060+ months].
Communication and Language Speaking [CLS] 1. Begins to put two words together [1626 months]. 2. Uses different types of everyday words, including nouns, verbs and adjectives [1626 months]. 3. Begins to talk about people and things that are not present [1626 months]. 4. Uses language as a powerful means of widening contacts and sharing feelings, experiences and thoughts [2236 months]. 5. Learns new words very rapidly and is able to use them in communicating [2236 months]. 6. Uses gestures, sometimes with limited talk [2236 months]. 7. Uses a variety of questions [2236 months]. 8. Begins to use more complex sentences to link thoughts [3050 months]. 9. Can retell a simple past event in a correct order [3050 months]. 10. Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences [3050 months]. 11. Questions why things happen and gives explanations [3050 months]. 12. Uses a range of tenses [3050 months]. 13. Uses intonation, rhythm and phrasing to make meanings clear to others [3050 months]. 14. Uses vocabulary focused on objects and people of particular importance [3050 months]. 15. Builds up vocabulary that reflects a breadth of experiences [3050 months]. 16. Extends vocabulary, especially by grouping and naming, exploring the meanings and sounds of new words [4060+ months]. 17. Uses language to imagine and recreate roles and experiences in play situations [4060+ months]. 18. Links statements and sticks to a main theme or intention [4060+ months]. 19. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events
[4060+ months]. 20. Introduces a storyline or narrative into their play [4060+ months]. 21. Expresses self effectively, showing awareness of listeners needs and observing manners and social conventions [4060+ months].
Personal, Social and Emotional Development Making relationships [PSEDMR] 1. Interacts with others and explores new situations when supported by a familiar person [8-20 months]. 2. Plays alongside others [1626 months]. 3. Interested in others play and starting to join in [2236 months]. 4. Seeks out others to share experiences [2236 months]. 5. Directs attention for group participation and can play in a group, extending and elaborating play ideas [3050 months]. 6. Initiates play, offering cues to peers to join them [3050 months]. 7. Keeps play going by responding to what others are saying or doing [3050 months]. 8. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults [3050 months]. 9. Initiates conversations, attends to and takes account of what others say [4060+ months]. 10. Explains own knowledge and understanding and asks appropriate questions of others [4060+ months]. 11. Takes steps to resolve conflicts with other children, such as finding a compromise [4060+ months].
Personal, Social and Emotional Development Self-confidence and self-awareness [PSEDSCSA] 1. Expresses own preferences and interests [2236 months]. 2. Can select and use activities and resources with help [3050 months]. 3. Welcomes and values praise for actions and achievements [3050 months]. 4. Enjoys the responsibility of carrying out small tasks [3050 months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
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5. Is more outgoing towards unfamiliar people and more confident in new social situations [3050 months]. 6. Is confident to talk to other children when playing and will communicate freely about own home and community [3050 months]. 7. Shows confidence in asking adults for help [3050 months]. 8. Is confident to speak to others about own needs, wants, interests and opinions [4060+ months]. 9. Can describe self in positive terms and talk about abilities [4060+ months].
Personal, Social and Emotional Development Managing feelings and behaviour [PSEDMFB] 1. Begins to understand yes, no and some boundaries [8-20 months]. 2. Responds to a few appropriate boundaries with encouragement and support [2236 months]. 3. Seeks comfort from familiar adults when needed [2236 months]. 4. Can express own feelings such as happy, sad, cross, scared and worried [2236 months]. 5. Responds to the feelings and wishes of others [2236 months]. 6. Shows understanding of and co-operates with some boundaries and routines [2236 months]. 7. Can inhibit own actions and behaviours [2236 months]. 8. Is aware of own feelings and knows that some actions and words can hurt others feelings [3050 months]. 9. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others [3050 months]. 10. Can usually tolerate delay when needs are not immediately met and understands that wishes may not always be met [3050 months]. 11. Can usually adapt behaviour to different events, social situations and changes in routine [3050 months]. 12. Understands that own actions affect other people [4060+ months]. 13. Is aware of the boundaries set and of behavioural expectations in the setting [4060+ months]. 10
14. Begins to be able to negotiate and solve problems without aggression [4060+ months].
Physical Development Moving and handling [PDMH] 1.
2. 3.
4. 5. 6. 7.
8.
9.
Shows control in holding and using items such as jugs for pouring, hammers, books and mark making tools [2236 months]. Moves freely and with pleasure and confidence in a range of ways [3050 months]. Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles [3050 months]. Uses one-handed tools and equipment [3050 months]. Can copy some letters [3050 months]. Experiments with different ways of moving [4060+ months]. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles [4060+ months]. Handles tools, objects, toys, instruments, construction and malleable materials safely and with increasing control [4060+ months]. Begins to form recognisable letters [4060+ months].
Physical Development Health and self-care [PD-HSC] 1. Begins to be independent in self-care, but still often needs adult support [2236 months]. 2. Can tell adults when hungry or tired or when they want to rest or play [3050 months]. 3. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health [4060+ months]. 4. Shows understanding of the need for safety when tackling new challenges and considers and manages some risks [4060+ months]. 5. Practises some appropriate safety measures without direct supervision [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
Expressive Arts and Design Exploring and using media and materials [EAD-EUMM] 1. Imitates and improvises actions they have observed [8-20 months]. 2. Begins to move to music and listen to or join in with rhymes or songs [1626 months]. 3. Joins in with the singing of favourite songs [2236 months]. 4. Creates sounds by banging, shaking, tapping or blowing [2236 months]. 5. Shows an interest in the way musical instruments sound [2236 months]. 6. Enjoys joining in with dancing and ring games [3050 months]. 7. Sings a few familiar songs [3050 months]. 8. Begins to move rhythmically [3050 months]. 9. Imitates movement in response to music [3050 months]. 10. Taps out simple repeated rhythms [3050 months]. 11. Explores and learns how sounds can be changed [3050 months]. 12. Begins to be interested in and describe the texture of things [3050 months]. 13. Begins to build a repertoire of songs and dances [4060+ months]. 14. Explores the different sounds of instruments [4060+ months]. 15. Uses simple tools and techniques competently and appropriately [4060+ months].
Expressive Arts and Design Being imaginative [EADBI] 1. Begins to make believe by pretending [2236 months]. 2. Creates movement in response to music [3050 months]. 3. Makes up rhythms [3050 months]. 4. Engages in imaginative role-play based on own first-hand experiences [3050 months]. 5. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences [4060+ months]. 6. Introduces a storyline or narrative into play [4060+ months]. 7. Plays alongside other children who are
engaged in the same theme [4060+ months]. 8. Plays cooperatively as part of a group to develop and act out a narrative [4060+ months].
Literacy Reading [LR] 1. Repeats words or phrases from familiar stories [2236 months]. 2. Fills in the missing word or phrase in a known rhyme, story or game [2236 months]. 3. Enjoys rhyming and rhythmic activities [3050 months]. 4. Shows awareness of rhyme and alliteration [3050 months]. 5. Recognises rhythm in spoken words [3050 months]. 6. Listens to and joins in with stories and poems, one-to-one and in small groups [3050 months]. 7. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories [3050 months]. 8. Begins to be aware of the way stories are structured [3050 months]. 9. Suggests how a story might end [3050 months]. 10. Listens to stories with increasing attention and recall [3050 months]. 11. Describes main story settings, events and principal characters [3050 months]. 12. Shows interest in illustrations and print in books [3050 months]. 13. Looks at books independently [3050 months]. 14. Holds books the correct way up and turns pages [3050 months]. 15. Uses vocabulary and forms of speech that are increasingly influenced by experiences of books [4060+ months]. 16. Enjoys an increasing range of books [4060+ months]. 17. Knows that information can be retrieved from books and computers [4060+ months].
Literacy Writing [L-W] 1. Ascribes meanings to marks seen in different places [3050 months]. 2. Gives meanings to marks made when drawing, writing and painting [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
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3. Continues a rhyming string [4060+ months]. 4. Hears and says the initial sound in a word [4060+ months]. 5. Links sounds to letters, naming and sounding the letters of the alphabet [4060+ months]. 6. Writes own name and other things such as labels and captions [4060+ months]. 7. Attempts to write short sentences in meaningful contexts [4060+ months].
Understanding the World People and communities [UWPC] 1. Enjoys pictures and stories about self, own family and other people [1626 months]. 2. Has a sense of own immediate family and relations [2236 months]. 3. In pretend play, imitates everyday actions and events from own family and cultural background [2236 months]. 4. Begins to form own friendships [2236 months]. 5. Learns about similarities and differences that connect people to and distinguish them from others [2236 months]. 6. Shows interest in the lives of familiar people [3050 months]. 7. Remembers and talks about significant events from own experiences [3050 months]. 8. Recognises and describes special times or events for family or friends [3050 months]. 9. Shows interest in different occupations and ways of life [3050 months]. 10. Knows some of the things that make people unique and can talk about some similarities and differences in relation to friends or family [3050 months].
Understanding the World The world [UW-W] 1. Knows things are used in different ways. [820 months]. 2. Explores objects by linking together different approaches and using different senses. [1626 months]. 3. Enjoys playing with small-world models [2236 months]. 4. Notices detailed features of objects in the environment [2236 months]. 12
5. Can talk about some things observed, such as plants and animals or natural and found objects [3050 months]. 6. Talks about why things happen and how things work [3050 months]. 7. Shows care and concern for living things and the environment [3050 months].
Understanding the World Technology [UW-T] 1. Knows how to operate simple equipment, such as a CD player [3050 months]. 2. Shows an interest in technological real objects, such as cameras [3050 months]. 3. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sounds or movements [3050 months].
Mathematics Numbers [MN] 1. Begins to organise and categorise objects [1626 months]. 2. Uses some language of quantities [2236 months]. 3. Uses some number names and number language spontaneously [3050 months]. 4. Uses some number names accurately in play [3050 months]. 5. Realises that not only objects, but anything, such as movements, can be counted [3050 months]. 6. Counts up to three or four objects by saying one number name for each item [4060+ months]. 7. Counts actions or objects which cannot be moved [4060+ months]. 8. Counts an irregular arrangement of up to ten objects [4060+ months].
Mathematics Shape, space and measure [M-SSM] 1. Associates a sequence of actions with daily routines [1626 months]. 2. Begins to use the language of size [2236 months]. 3. Understands some talk about immediate past and future [2236 months]. 4. Anticipates specific time based events such as
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
mealtimes or hometime [2236 months]. 5. Uses positional language [3050 months]. 6. Begins to talk about the shapes of everyday objects [3050 months]. 7. Begins to use mathematical names for 3D and 2D shapes [4060+ months]. 8. Selects a particular named shape [4060+ months]. 9. Can describe own position relative to another person or object [4060+ months]. 10. Orders two or three items by length or height [4060+ months]. 11. Orders two items by weight or capacity [40 60+ months]. 12. Uses everyday language related to time [40 60+ months]. 13. Orders and sequences familiar events [4060+ months]. 14. Measures short periods of time in simple ways [4060+ months].
Speaking and Listening Activities for the Early Years © Debbie Chalmers and Brilliant Publications
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