How can we create a Language and Communication Supportive Environment in Early Learning and Childcare settings?: Executive summary
This short practical guide describes the interactions, experiences and spaces that can support language and communication development for all babies and young children in the places where they play and learn.
This resource also describes what is needed to establish, embed and sustain a language and communication supportive environment in any early learning and childcare setting.
Language and communication supportive environments provide the responsive interactions, language-rich experiences and appropriate physical spaces and resources that together support early language and communication development for all babies and children. This is especially important for young children at increased risk of language and communication difficulties but also provides a strong foundation of support for children with developmental differences and for children with English as an additional language.
This guide focuses specifically on aspects of environment known to support the development of language and communication skills.
A language and communication supportive environment self-evaluation tool can be used to identify strengths, opportunities and areas for improvement. Self-evaluation should involve all staff in the setting, should include direct observation and self-reflection and might involve input from external specialists.
Those identifying a self-evaluation tool should also consider wider developmental needs of babies and children in their setting. Areas such as sensory development, emotional regulation and executive function are not within the remit of this guide but may be important considerations when establishing an inclusive learning environment for all.
Nurturing and responsive interactions lie at the heart of any language and communication supportive environment. With this in mind, the following evidence-informed elements of interactions, experiences and spaces interact to support language and communication development.
Interactions
1. Adults are responsive
2. Adults get down to the child’s level
3. Adults adapt their language
4. Adults model and label
5. Adults have conversations with babies and children
6. Adults balance questions with comments
7. Adults expand and recast
8. Adults use gesture, signing and other visuals
Experiences
1. Song, rhythm and rhyme
2. Child-led play involving adults
3. Sharing books and stories
4. Small groups
5. Encounters with vocabulary
6. Considered use of screen-based technology
7. Involvement of parents
Spaces
1. Noise management
2. Books and stories
3. Labelling of resources and areas
4. Quiet spaces
The quality of interactions provides a foundation for all aspects of SLC support. Concerns about any aspect of interactions should therefore be prioritised ahead of experiences and spaces.
Any change in the language and communication environment will require the active involvement of each member of staff in the setting including new and temporary staff. Agreed actions might be included in the setting’s improvement plan and incorporated into professional learning. Staff will benefit from peer support, informal coaching and protected time to reflect on their own practice. The involvement and inclusion of parents is also essential to ensure that all children benefit from opportunities to develop language and communication skills at home as well as in the ELC setting.
