Communication, language and literacy is one of the six areas of the Early Years Foundation Stage. It is designed to help children learn language, ways to think about things, and different methods of communicating with other people.
What does 'communication, language and literacy' mean?
This area concentrates on a child's development in:
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Language for communication
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Language for thinking
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Linking sounds and letters
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Reading
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Writing
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Handwriting
The Early Years Foundation Stage says:
"Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so."
What does this mean if your child has a sight problem?
This is a key area where the advice of a Qualified Teacher of Visually Impaired children (QTVI) is essential. If you are not in touch with a specialist teacher already, the RNIB Helpline on 0845 766 9999 will give you the name and contact details of someone in your area.
The skills of reading and writing usually take longer to acquire and need extra consolidation. The verbal skills of a child with visual impairment may need extra practical activities to ensure that the underpinning concepts are based on sound understanding. Lots of 'hands on' activity is good!
Helping your child develop their communication, language and literacy
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To become skilful communicators, babies and young children need to be with people with whom they have warm and loving relationships.
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Babies respond differently to different sounds and from an early age use their voices to make contact and to let people know what they need and how they feel.
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All children learn best through activities and experiences that engage all the senses.
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Have fun using the five senses - sight (where appropriate), hearing, touch, taste and smell.
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Link language with physical movement and real objects in action songs and rhymes, role play and practical experiences such as cookery and gardening.
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Provide opportunities for your child to ask questions to check understanding.
Be specific in your use of language, giving clear descriptions or instructions.
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Children need to be aware that print letters and Braille dots both carry meaning.