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Communication and Language and Writing in the Foundation Stage

Explore the key elements of communication and language development in the Early Years Foundation Curriculum. Discover strategies to enhance listening and attention skills, understanding, speaking, and writing abilities. Learn about Write Dance, fine motor activities, handwriting, mark making, phonics, talk for writing, early grammar and punctuation, and ways to encourage communication and language at home.

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Communication and Language and Writing in the Foundation Stage

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  1. Communication and Language and Writing in the Foundation Stage Wednesday 27th January

  2. What is Communication and Language? • We work from the Early Years Foundation Curriculum document “Development Matters”. • Areas are divided up into Age related phases • It is a Prime Area. Underpins all other areas. • There are 3 elements: • Listening and Attention • Understanding • Speaking

  3. Listening and Attention • 30-50 months-Listens to others if conversation interesting, recalls stories with detail, able to follow directions • 40-60 months-Maintains attention, beginning to do and listen for short periods • ELG-Listens in a range of situations; makes relevant comments, can do and listen.

  4. Understanding • 30-50 months-Understands prepositions, why, how questions • 40-60 months- Responds in conversations, follows stories without props, understands humour, two part sequenced instructions • ELG-Follows complex instructions, how and why questions to explore story, events, experiences

  5. Speaking • 30-50 months-Makes meaning clear to others using who, what, where, how, tenses, intonation; uses language to pretend, explain, query • 40-60 months-Uses language to imagine pretend, organise, clarify • ELG-Full technical mastery of above, communicates for range of purposes showing awareness of the listener.

  6. Writing • 30-50 months-gives meaning to their marks • Shows phonic knowledge, begins to represent sounds correctly; writes own name, words, short sentences and captions • ELG-Writes simple sentences using phonic knowledge including irregular and common words accurately and plausibly

  7. Write Dance • Write Dance is a movement based method of training children’s fine & gross co-ordination. • Music is used (encourages rhythm & energy in their co-ordination.) • Writing movements (round & straight lines, circle movements).

  8. Fine motor activities • Develops their pincer grip by strengthening finer muscles in the hand • Handwriting patterns • Threading • Using tweezers • Using other media such as paint or shaving foam • Cutting • Sewing • Peg boards

  9. Handwriting • At Colleton we have adopted a cursive or joined up style for handwriting throughout the school. Cursive style helps to: • minimise confusion for the child as every letter starts on the line with an • entry stroke and leads out with an exit stroke; • as letters naturally flow into each other, this helps children to join their • handwriting;

  10. Mark making • Beginnings of seeing that print makes meaning • Can be anywhere! • Value any marks they make • Use different media and tools e.g. paintbrushes

  11. Phonics • When we teach the sounds we teach the formation at the same time • Helps to learn sounds by writing them together e.g. ch, ar • Dictation of words

  12. Talk for writing • Children telling stories

  13. Writing opportunities • Role play • Message boards • Chalking on boards and playground • Cards • Invitations • Lunch boxes • Labelling their pictures • Name writing • Captions

  14. Early grammar and punctuation • Year 1 objectives: • Sentence:How words can combine to make sentences • Use Joining words and joining clauses: and, • Word- plural noun suffixes s or es[for example, dog, dogs; wish, wishes], • Suffixesthat can be added to verbs (e.g. helping, helped, helper) • Text- sequencing sentences to form short narratives • Punctuation-Separation of words with spaces • Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences • Capital letters for names and for ‘I’

  15. What can you do? • Read different stories and books to your children including information books • Dot to dot books, tracing, colouring books • Write in front of your children e.g. thank you notes, shopping lists, to-do lists! • Encourage children to write in Birthday cards • Thank you letters • Talk to children about the letters that represent the sounds they hear at the beginnings of their names and other familiar words. • Have fun with paper and pens to write at home linked to your child's interests.

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