Supporting_Children's_Communication,_Language_and_Literacy_Development

The purpose of this assignment is to produce a pamphlet (appendices 1) that can be used as a resource for first time parents intended to aid them encourage their child to be a competent language user. This paper will outline the rationale and critically analyse the content of the pamphlet and demonstrate my acquired knowledge surrounding children’s communication, language and literacy development. It is significant that early year’s practitioners have knowledge surrounding the stages of development for communication, language and literacy in order to enhance and encourage children’s learning to aid progression through the early years settings. The information within this assignment will outline how children’s communication, language and literacy skills develop, it will also outline and consider any factors that may inhibit or enhance their communication language and literacy development and how early years professionals, the early years environment and parents can encourage the development of communication language and literacy skills. This will enable me to critically analyse the setting in which I work in, evaluating how both staff and environment support communication language and literacy development. Language is an intricate process in a child’s life, and there are many theories to clarify its acquisition and progress. The Nature vs. Nurture debate broadens its theories to the acquisition of language development in the early years. The majority of theorists are in agreement that both nature and nurture play a role in the acquisition and development of language, however some put emphasis the impact of learning on language development, while others emphasize the biological influences. Children are born with a Language Acquisition Device (LAD), which allows children to develop language skills. (Chomsky: 1972). Children’s language development according to Chomsky simply develops as the child matures, suggesting that nature is the main component in children’s language process. He believed that adult interaction is paramount in the development of children’s Language acquisition although the child is essentially autonomous in the creation of language, the Language Acquisition Device “is a metaphor for a specific neurological structure that enables children to derive a grammar from the language that they hear” (McNeill: 1966). The setting in question acknowledges the importance of adult interaction in relation to children’s communication, language and literacy development and encourages parent partnership. Through stay and play sessions and play and language sessions, the setting also encourages parents to promote communication, language and literacy development within the home environment by producing a set of play cards that outline specific activities that encourage communication, language and literacy development. This works in agreement with the Key Elements of Effective Practice report (KEEP), as they emphasise the importance of working in partnership with parents and carers in order to achieve effective practice in the Early Year’s setting. Working alongside parents in children’s learning and development enables practitioners to provide children with security and confidence (Primary National Strategy: 2005). In relation to children’s communication, language and literacy skills children need to develop confidence and self esteem in their communication, language and literacy ability. This works in line with Maslow’s (1943) theory of Self Actualization as he suggests that in order for children to reach their full potential they need to develop self confidence and esteem. In practice this is achieved by praise and encouragement and working in partnership with parents and external agencies. Chomsky (1972) indicates that the crucial importance of interactions with familiar adults in children’s early stages of life. This suggests that parents and early year’s practitioners need to spend time and communicate with children verbally in order to encourage their development in communication, language and literacy. Skinner (1957) argued that children’s language skills are developed by reinforcement and conditioning, and that language is not just influenced by nature. The Early Year’s Foundation Stage supports both Skinner’s (1957) theory surrounding language development, as the EYFS encourages practitioners to acknowledge children’s language skills and appreciate their efforts when they show an understanding of new words or phrases (DfES:2008) . Although reinforcement of children’s language skills can enhance their communication, language and literacy development, Skinner’s (1957) theory “…cannot account for children’s inventions of language”. (David et al:2003. p.2), whereas Chomsky (1972) argued that Language Acquisition Device contains a natural knowledge of universal grammar, which can account for the inventions of language, as children mature. Both Skinner (1957) and Chomsky’s (1972) acknowledge the importance of adult interaction in the development of children’s communication, language and literacy skills. Children learn to separate the areas of speech into significant elements, during their attempts this can be influenced by the nature of the speech directed from adults. (Slater& Bremner: 2003). Adults adopt a unique style of speech when talking to children in their early year’s, this is known as Motherese. Motherese facilitates children’s development of phonology, which is the aspect of language associated with the production of sounds within language. “In order for effective communication to occur, children must learn which sounds are important in the language they hear”. (Slater&Bremner: 2003.p 218). Changes have been made to the National Curriculum at Foundation Stage and Key stage one as Rose (2006) stressed the importance of high quality phonics work being the prime approach to teaching reading. The setting in question works with the “Letter’s and Sounds” (DfES: 2007) teaching resource alongside as the EYFS in encouraging children’s communication, language and literacy development. The Letters and Sounds programme (2007) is a recommendation from the Rose Report (Rose: 2006), and provides guidance for practitioners involved in the development of early literacy. The development of children’s communication, language and literacy skills is made up of listening and responding, talking, reading and writing. In order for children to write effectively they need to acquire their fine manipulative skills. In order to encourage early writing skills within the early years setting, the setting in question provides experiences for early mark making and opportunities for children to manipulate a range of tools and materials to enhance their fine manipulative skills. Children go through stages in their development of writing skills which consist of scribbling, isolated letters and numerals, lists and inventories, own name, words and pictures and phonological awareness and spelling. (Whitehead:2009). These milestones need to be recognised by staff through observations in order to record and monitor children’s stages of writing. Steiner’s theory argues that children’s creative development needs as much attention as their intellectual development, with regards to children’s writing skills he believed that children should not be taught to write their names, but be provided with meaningful experiences of the context of writing. The Steiner approach strongly believes in not teaching children to read before they are seven years old, and in order to learn to head children need to have writing skills. The EYFS (2008) disagrees with this as it put emphasis on teaching children to read and write in the Communication, Language and Literacy aspect of learning. (DfES:2008). It is important for early year’s practitioners to have knowledge surrounding the factors that affect children’s communication, language and literacy development, in order to enhance their communication, language and literacy development and put in place relevant strategies. The setting in question is located in the Sparkhill area of Birmingham, in which the largest ethnic minority group is Pakistani, (UK Local Area: 2010: Online) this has resulted in many children within the area having English as a second language. Not all early year’s establishments have employees that speak a variety of different languages; therefore it can be difficult for children who have English as an additional language to communicate in the settings. The setting in question has a large minority of staff who are multi-lingual and are able to use both languages across the curriculum, Marsh and Hallet (1999) believe that a truly bilingual educational system have educators who are bilingual therefore both languages can be used across the curriculum. They also believe that having staff who have speak the same language as a child, gives children reassurance, as not being able to communicate with peers can be very stressful for a child. The EYFS recognises the importance of a child’s home language, and stresses the importance to practitioners of the significant role the first language plays in children’s development. Countless studies have identified the social risk factors such as poverty and low parental educational pose obstacles to children’s communication language and literacy skills. Poverty places children at risk for cognitive, academic, social and emotional problems. (McLoyd: 1998). The setting has identified that families who are living in poverty have difficulties accessing the setting’s services, therefore have put a strategy in place to overcome this issues. The strategy is Home Play Support, nursery officer deliver play experiences in the home and stress the importance of play within the home to parents. The staff within the centre also work with external agencies to improve the outcomes for children in relation to their communication, language and literacy skills. Parenting Styles also affects the development of communication, language and literacy skills. The families within the area tend to live with extended families, which has resulted in some children within the families not being able to communicate effectively due to other people communicating for them. Rasmussen (2000: Online) states that when older siblings talk for younger siblings, it can affect their communication and language development as the younger sibling does not get the opportunity to communicate their needs. On the other hand children living with extended families are also exposed to a vast amount of social experiences, and according to Vygotsky (1962) children develop communication, language and Literacy skills through social interaction. In summary it can be seen that supporting communication, language and literacy development within the early year’s environment is vital. It has outlined the importance of adult interaction in relation to the development of communication, language and literacy development in the early years of life. Both nature and nurture theorists acknowledge the importance of adult interaction in the Early Year’s environment in order to enhance children’s communication, language and literacy skills, as well as adult interaction community cohesion is required in order to provide effective early year’s provision. By providing children with a safe and secure early year’s environment enables children to develop self confidence and esteem, which is needed in order for children to progress in their communication, language and literacy development. It is vital that early year’s professionals have knowledge of theories and developmental milestones surrounding communication, language and literacy in order to encourage children’s development through observations and assessments.