Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.10: Develop the speech, language and communication of children
Learning outcome: 1 Understand theory and current frameworks which underpin children’s speech, language and communication development.
Assessment criteria: 1.3 Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks
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- Overviews of each of the theoretical perspectives can be found here
- Behavioural – Language-learning should be enjoyable for children, so positive reinforcement is essential. Section 1.11 of teh EYFS states ‘Practitioners must consider the individual needs, interests, and development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child‘.
- Nativistic (innateness) – All children learn language in a similar order, hence the EYFS contains Early Learning Goals (ELGs) that children are expected to have attained by the end of the EYFS
- Semantic-Cognitive (Constructivist) – Frameworks suggest that children should have lots of opportunities to engage in language including conversation, storytelling and roleplay. This supports them to pick up the nuances of language. Section 1.6 of the EYFS states that ‘The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial.‘
- Social-Pragmatic (Sociological) – Role-modelling by the Early Years Practitioner as well as their role of providing opportunities for children the socialise with their peers supports the socialogical perspective). For example, section 1.6 of the EYFS states ‘Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably.‘
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