Communication and Language
This page is time for you to spend with your child creating and talking. This runs through everything we do in our daily routines. Talk is very important and gives children the chance to be talk through their thoughts and ideas.
This section of framework 'Development Matters' breaks down under three main sections. These are; Listening and Attention, Understanding and Speaking.
18.5.20
This week all our activities will be linked to Who's on the Farm?' We have find the tiny lady bird, spot the difference, nursery rhymes/songs and farm yoga! We hope you enjoy these with you children.
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Find the tiny ladybird
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Spot the difference
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Nursery songs and Rhymes
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On the farm Yoga
11.5.20
This week we have linked our activities to 'Dear Zoo' We have a great giraffe Science as well as lots of colouring! On top of this you can make the story come alive by making your own stick puppets :). Then sit back and relax with some animal yoga!
Giraffe Science Experiment
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Dear Zoo colouring | ||
Animal Yoga |
Make your own stick puppets |
Where will the adventure take you?
4.5.20
We have linked this to 'What the Ladybird heard'. Can you match the noises to the animals? Can you find all the ladybirds? We have also added farmyard Yoga. Enjoy :)
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On the Farm Yoga
Which animal pose will you like the best?
Nursery rhyme time 27.4.20
We thought this would be a great opportunity to have time to sing songs with each other. I have picked mini-beast ones however, please let me know which ones you like to sing at home :)
10 dojo points if you send me a video singing your favourite nursery rhyme!
10 dojo points if you send me a video singing your favourite nursery rhyme!
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Grow your own ..... 20.4.20
As the weather is so lovely at the moment we thought it would be a great chance to grow your own...… We have left this open as we know that it is not that easy to get to the shops at the moment. We have put some ideas below but we would like to see anything that you have planted and started to grow in your garden :) We look forward to seeing what you have been busy with.
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30.3.20
Activity ideas to share:
Making play dough
Baking star biscuits
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30.3.20
Nursery Rhyme of the week from the Book Trust ' If your happy and you know it!'
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30.3.20
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Listening and Attention
30 - 50 months • Listens to others one to one or in small groups, when conversation interests them. • Listens to stories with increasing attention and recall. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Focusing attention – still listen or do, but can shift own attention. • Is able to follow directions (if not intently focused on own choice of activity). 40 - 60 months • Maintains attention, concentrates and sits quietly during appropriate activity. • Two-channelled attention – can listen and do for short span. ELG (Expectation at the end of Reception) Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. |
Understanding
30 - 50 months • Understands use of objects (e.g. “What do we use to cut things?’) • Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. • Responds to simple instructions, e.g. to get or put away an object. • Beginning to understand ‘why’ and ‘how’ questions. 40 - 60 months • Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes. • Able to follow a story without pictures or props. • Listens and responds to ideas expressed by others in conversation or discussion. ELG (Expectation at the end of Reception Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. |
Speaking
30 - 50 months • Beginning to use more complex sentences to link thoughts (e.g. using and, because). • Can retell a simple past event in correct order (e.g. went down slide, hurt finger). • Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. • Questions why things happen and gives explanations. Asks e.g. who, what, when, how. • Uses a range of tenses (e.g. play, playing, will play, played). • Uses intonation, rhythm and phrasing to make the meaning clear to others. • Uses vocabulary focused on objects and people that are of particular importance to them. • Builds up vocabulary that reflects the breadth of their experiences. • Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ 40 - 60 months • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. • Uses language to imagine and recreate roles and experiences in play situations. • Links statements and sticks to a main theme or intention. • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. ELG (Expectation at the end of Reception Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events |
