Play and Oral Language

1. Play and Oral Language

2. Theory and Development of Play • Skills • Developmental levels • Development of language through play. • Children with complex needs • Types of play Contact Maria Allen Northern Country District Office for information.

3. Theory of Language Oral Language as Foundation ……. • Oral language is an important link in the process of children's learning and thinking development. • From the perspective of language development, oral language provides a foundation for the development of other language skills. • For most children, the literacy learning process begins with speaking / talking about their experiences, talking about themselves. • It is through speech that children learn to organize their thinking and focus their ideas • Children and students need verbal language before they can produce written lang. (Lyle 1993)

4. From SACSA Language and literacies B- 3 Key Idea: In partnership with educators, in language-rich and thoughtful environments, children develop and use a wide range of both non-verbal and verbal communication to convey and construct meaning and share in the enjoyment of language.

5. From SACSA Language and literacies B- 3 Key Idea: In partnership with educators, What does this mean? Who are the partners ? What does this look like in your site?

6. From SACSA Language and literacies B- 3 Key Idea: in language-rich and thoughtful environments, What does a language rich environment look like ? What would you see, hear, feel?

7. From SACSA Language and literacies B- 3 Key Idea: children develop and use a wide range of both non-verbal and verbal communication to convey and construct meaning and share in the enjoyment of language. What kinds of language do you hear every day? What are you tuned in to? What is meant by non verbal cues? How do they help children to communicate with you and their peers? How do we construct meaning? When do you and children most enjoy language.

8. From SACSA Language and literacies 3-5 Communication is vital for children to develop relationships with others; to express needs, thoughts, emotions, and interests; to find out what they want to know; and to take increasing responsibility for their own learning and care.

9. From SACSA Language and literacies 3-5 Communication and language are linked with the power relations enacted in the world. Children are supported to use communication to challenge inequities and articulate ideas about socially just action for the present and future. In learning to communicate, children interpret the ways in which others communicate and represent ideas and experience. They experiment with language in play, through the arts, and in action-related talk, to share information and ideas.

10. SACSA - speaking and listening strands Key Idea: Children listen to and interact with familiar audiences for different purposes and in different contexts, and learn about some aspects of spoken language. They produce spoken texts, experimenting with language to communicate with a range of audiences in the home, school and community.

11. Scenario Two or three young children are playing outdoors at a water tub. The tub contains various items including measuring cups, jugs and a water tower. The tower has a square hole at the top for pouring water in, wheels that turn and spouts for the water to exit. Two of the children are busy pouring the water into the top of the tower and are excited as the water makes the wheels turn and runs out of the bottom. The children are squealing and laughing, and using single words and short phrases as part of the events occurring in this play.

12. An adult approaches and tells the children not to be so noisy and not to splash their clothes. How do you think the children might respond to this “request” from the adult? What could this “request” do to influence the type of play and oral language they may continue to engage in?

13. Language Stimulation Techniques. INDIRECT techniques for early sound (and oral language) stimulation Self talk • Narrating what you are doing or making Parallel talk • Narrating what the child is doing Imitation • Repeat exactly what the child said Expansion • Repeat exactly what the child said and add something to make it more complex Recasts • Repeat what the child said in a different (more correct) way

14. Language Stimulation Techniques. DIRECT techniques for early sound and oral language stimulation • Request imitation (“Say ….”) • Ask questions (“What’s this? Why did you…?) • Demand performance (“Tell me about…”)

15. Language Stimulation Techniques. • Extend and model innovative and new sentences  • Have fun with language • Encourage children to talk about their experiences, present, past and future • Answer children's questions patiently and fully, do not talk down to them but give positive feedback • Find opportunities to expand the child's vocabulary and to explain new words

16. How can oral language development be enhanced by adult intervention? Mary's Play Boxes http://www.drugstrategy.central.sa.edu.au/socialinclusion/schoolpapers.html

17. Handouts / Information at the website http://www.decs.sa.gov.au/northerncountry • Proformas for Recording Learning Stories. • Phonemic Awareness • Language stimulation techniques. • Articles • Research

18. Have you considered……….? Using SSOs – setting up a play situation. Develop partnerships with support workers when using intervention techniques etc. Talk to SSO who might have more experiences. Work in partnerships with other teachers. Remember PLAY leads to language. Children and students need verbal language before they can produce written lang.

19. Parent Support How do we give the answer to parents who think play is not productive learning. What are some quotes that you could use when speaking with Parents about play? “ Play is…. ………………………………………………. How can parents become partners in learning?

20. From this session Try one thing Question whether it works and why it works. Access support services if you have any concerns about student’s development.