Language Development and communication overview. Learning to communicate overview from NC FELD pp. 88 - 103

1. Language Development and
Communication
North Carolina Foundations Task Force. (2013). North Carolina
foundations for early learning and development. Raleigh: Author.

2. Language Development and Communication
Subdomains
• Learning to Communicate
• Foundations for Reading
• Foundations for Writing

3. LDC Overview
• Pp. 88 – 115 in NC Foundations for Early Learning and Development
• Children are learning language and communication skills from birth
• Children first learn receptive language – the ability to understand
what others are communicating
• Expressive language follows gradually
• First begins as cries, facial expressions, and body language
• Words come later and primarily begin with names of objects, people, and
things
• Larger vocabulary and correct grammar develop even later

4. LDC Overview 2
• Early literacy skills emerge gradually and develop sequentially
• Infants and toddlers explore books; hear stories, songs, and rhymes; draw and
scribble
• Preschoolers retell stories in a variety of ways; learn letters and sounds; draw
and scribble with more intentionality
• Responsive relationships play a direct role in supporting development
in language, literacy, and communication skills
• Literacy skills are best taught in the context of daily activities rather
than specifically.

5. LDC Overview 3
• Teachers must consider language, literacy, and communication skills
for all children
• Dual Language Learners need to speak their home language as well as
English
• Supports learning English
• Helps children learn concepts more easily
• Children with disabilities may need additional supports
• Communication devices
• Therapies
• Continuing assessment of progress

6. Learning to Communicate Goals
• LDC-1: Children understand communication from others
• LDC-2: Children participate in conversations with peers and adults in one-
on-one, small, and larger group interactions
• LDC-3: Children ask and answer questions in order to seek help, get
information, or clarify something that is not understood
• LDC-4: Children speak audibly and express thoughts, feelings, and ideas
clearly.
• LDC-5: Children describe familiar people, places, things, and events.
• LDC-6: Children use most grammatical constructions of their home
language well
• LDC-7: Children respond to and use a growing vocabulary

7. Learning to Communicate - Developmental
Indicators
• Note the progressive developmental indicators from infants through older
preschoolers for each communication goal on pp. 93 – 99 in NC
Foundations for Early Learning and Development
• Receptive language is one of the earliest communication skills to emerge
• Skills are generally stronger in a child’s home language if she is a Dual
Language Learner
• Quieter children need attentive caregivers to ensure they are progressing.
• Children with delays will need additional supports to help him
communicate

8. Learning to Communicate - Developmental
Indicators (2)
• Correct grammar develops over time
• Grammar conventions may vary for Dual Language Learners.
• First vocabulary is generally names of objects, people, and activities
• Dual Language Learners develop their language in similar patterns but
generally with their home language first
• DLL may mix their words from one language to another

9. Learning to Communicate – Strategies for
Infants and Toddlers
• Model and imitate sounds and facial expressions with babies
• Use “motherese” or otherwise respond to babies’ efforts to
communicate.
• Play simple games such as “peek a boo” and use animated voices and
actions
• Identify and listen to different sounds
• Learn to say some words or phrases in a child’s home language if
different from yours
• Use audio recordings of family members’ voices
• Use a large and varied vocabulary in correct context

10. Learning to Communicate – Strategies for
Infants and Toddlers (2)
• Describe your actions and activities with infants and toddlers
• Match facial expressions and tone with what is being said
• Understand that crying is an infant and toddler’s way of
communicating. Make every effort to meet his needs.
• Some difficult behaviors are developmentally typical for a child
without words to express herself. Again, treat them as a child’s way
of communicating.
• Engage a child’s senses when communicating
• Model correct use of language
• Play with language through songs, rhymes, and finger plays

11. Learning to Communicate – Strategies for
Preschoolers
• Use animated, expressive and rich language – words, facial
expressions, body language – with children
• Speak slowly and clearly so that all children can understand
• Enrich children’s language experiences by introducing new vocabulary
and concepts and use them regularly in natural contexts
• Provide clear instructions, use visual cues, and provide for wait time
for children to understand and comply
• Have extended conversations with children in groups and individually
– use open ended questions, reflective listening and other strategies

12. Learning to Communicate – Strategies for
Preschoolers 2
• Play with language and sounds with games, songs, rhymes, repetition,
etc.
• Model good social conversational skills
• Model communication through a variety of avenues – signs, pictures,
gestures, words, etc.
• Support interactions with children who may have difficulty engaging
with others (dual language learners, children with disabilities, shy
children)
• Help children expand on their thinking