Communication and Language
The Early Years goals are: ​Listening and Attention, Understanding and Speaking We give children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing to give children the best opportunities for developing Communication and Language. Positive relationships support children to communicate their ideas and thoughts with each other and with adults. The children have access to books and pictures that take into account interests, backgrounds and cultures. ​ ​ ​
Through interaction with adults, our children will ask questions such as how and why? For example, when composting our food waste.
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They will use past, present and future tenses, for example when discussing the importance of worms and the stages of composting and how the worms make food for
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They will listen to and follow instructions, such as "Let's wash our hands, as it's lunchtime."
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They will communicate with each other as they help each other navigate our "tippy tap"
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They will listen to stories such as "Superworm", which demonstrates kindness, strong friendships, identifies lots of different insects and animals and has a very positive outcome.
Through movement, exploration and games, the children will learn the meaning of prepositions such as 'in', 'under' and ' next to.'
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Simple role play with each other and small play equipment such as marble stones will help them explore language as they listen to stories and re-tell them in their own unique way. "Walk the plank" "Ahoy me hearties"
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Using their imaginations to embellish a story, with the use of adjectives such as 'I have found some shiny treasure.'
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Sequencing, by singing the "Pirate Song" which creates a sequence of events that the children can talk through and build upon. e.g " when I was 2, I buckled my shoe"
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Our children are offered a variety of materials which they source most of it from our woodland, such as mud, sticks, charcoal, leaves, wild garlic and berries.
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They will learn that these marks and images can be used to communicate, through simple tasks such as tracking and setting up trails for their friends to follow.
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They can create wild art and patterns using sticks and leaves on the ground, they can make mud splats and decorate with natural resources and once they have mastered the use of a mallet they can make hapa zome.
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The children will record their findings through different media, for example, 'recording how high a sunflower has grown' or 'where the best place to find a beetle is.'
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