A primary objective of teaching in the childcare setting is to help children expand their vocabulary and improve language skills to receive what they need and want. Many critical developmental activities are linked to children’s capacity to access language and utilize it appropriately at the appropriate time (Laubscher & Light, 2020). Language, particularly vocabulary, develops best in the context of relationships in meaningful, reciprocal discussions about topics significant to the kid (Schwartz & Yagmur, 2018).
Language skills concepts are generally divided into three categories. The words that children use when they talk are known as expressive language (Laubscher & Light, 2020). Children can also understand receptive language, which consists of words they may or may not utilize while speaking (Laubscher & Light, 2020). A pragmatic language teaches how to communicate in social situations, including understanding what to say and how to say it (Laubscher & Light, 2020). All of these categories create connections that aid in the development of language. Speech and language specialists developed indirect language stimulation, which focuses on the use of language during interactions with or between children (Ortiz & Fránquiz, 2019). The vocalization of actions is an excellent technique to assist children in acquiring more complicated language abilities and expanding their vocabulary. They can occur during sociodramatic performances and exercises, such as those seen in the first two videos, when children verbally recount their actions (video 1&2), animate animals while voicing the standard procedures of those animals (video 1), or imitate social settings (video 2).
Parallel conversation is another practical concept that allows you to concentrate on what the kid is doing by tying his actions to words in the form of a complete sentence and, if feasible, introducing new vocabulary (Laubscher & Light, 2020). The teacher’s narration was supported by the children’s movements, just as the teacher talked in parallel with the kid’s activity in the third video. In early childhood settings, teachers play an essential role in developing children’s language (Schwartz & Yagmur, 2018). Efforts to employ approaches that purposefully increase a child’s vocabulary have a long-term influence on their studying process.
Laubscher, E., & Light, J. (2020). Core vocabulary lists for young children and considerations for early language development: a narrative review. Augmentative and Alternative Communication, 36(1), 43-53. Web.
Ortiz, A. A., & Fránquiz, M. E. (2019). Co-editors introduction: Early childhood education programs for Dual Language Learners: Opportunities and challenges. Bilingual Research Journal, 42(3), 269-274. Web.
Schwartz, M., & Yagmur, K. (2018). Early language development and education: Teachers, parents and children as agents. Language, Culture and Curriculum, 31(3), 215-219. Web.