It’s more than words: Supporting young children’s language development

Abstract

The early years of a child’s life are recognised as a critical time for language development. Strong language skills are acquired within rich social environments and are linked to children’s pretend play abilities, literacy development, social skills, theory of mind, and are essential for educational success throughout life. However, research has shown that many young children are entering school with low levels of oral language, which suggests that these children will also experience difficulties with reading comprehension, interacting with peers and making friends, taking turns in conversations, and taking the perspective of others. The role of early years teachers and educators in supporting young children’s oral language abilities is of paramount importance, and even more so since Covid-19 lockdowns where opportunities for children to use language in social contexts were reduced. The Early Years Learning Framework for Australia v2.0 recognises the significance of fostering children’s language, particularly across the five Learning Outcomes and more explicitly in Learning Outcome 5: Children are Effective Communicators. However, it is assumed that early childhood educators and teachers have a strong understanding of language and the link to other learning areas, as well as the ways to assess children’s language use, and the practices that foster all aspects of children’s language. This presentation will outline the components of language and highlight the relationship between the social use of language (pragmatics) and other areas of development. Findings from 3 recent research studies that investigated children’s language and play abilities at school entry; teachers’ talk in supporting children’s language; and the Supporting Oral Language Development (SOLD) professional learning program will also be presented