Speech, language, and communication are key to young children’s well-being and development. At a time when communication contexts and modalities are becoming increasingly complex and multifaceted, this key text considers how pedagogical approaches, environments, and interactions can be used to develop and harness the voice of the child in the early years.
Communication for the Early Years takes a broad, ecological systems approach to communication to present theoretical approaches and principles which map a child’s communication experiences in the home, the early years setting, in the local community, through play, and engagement with digital media and the enabling environment, including the outdoor environment. Topics considered include:
- the role played by pedagogical leadership in the development of an effective communication environment
- aspects of the physical environment which encourage or inhibit communication
- effective communication in and between settings
- the importance of toys and resources
- developments in digital communication and their impact on the child
Chapters consider perspectives of the child, family, and practitioner to encourage a holistic and collaborative understanding of interaction and the role this plays in a child’s development, while case studies, examples from practice and reflective questions inspire discussion, challenge thinking, and encourage the application of research in practice.
An in-depth exploration of the factors which impact on the development of a child’s communication skills, this will be key reading for students and practitioners in the Early Years, as well as those involved in their training and continued professional development.
Table of Contents
Preface – Julie Kent and Moira Moran
About the Contributors
Chapter 1: Introduction: a theoretical and ideological basis for the discussion of communication in the early years.
Chapter 2: Let’s begin at the beginning…
Dr Carole Ulanowsky
Chapter 3: Creating a culture of communication
Lorna Wardle and Tracie Manterfield
Chapter 4: Communication and learning dispositions: a formula for success
Sue Hobson and Caroline Farley
Chapter 5: Communicating through the environment
Chapter 6: How a child’s image is reflected and communicated through toys
Chapter 7: Supporting communication through the outdoor environment
Chapter 8: The role of digital media in communication systems in early years settings
Chapter 9: Collaborative practice in communication for the early years: the learning from a research project.
Julie Kent and Sarah McDonald
Chapter 10: Communicating children’s perspectives
Chapter 11: conclusions
Julie Kent is Senior Lecturer and Course Leader of the BA (Hons) Childhood Studies Degree at Nottingham Trent University, UK.
Moira Moran was formerly Senior Lecturer on the EYITT PGCE, as well as on the BA (Hons) Childhood Studies Degree at Nottingham Trent University, UK.