Fostering Language and Literacy Development

Introduction 

Language and literacy development starts at birth, when infants learn the rhythm and tone of language because of interactions with caregivers (Garvis et al., 2019). As they develop, toddlers participate in intricate verbal exchanges, gestures and symbolic play all important precursors to reading and writing. Holding up a vocabulary high in hope for early expressive language will lead to a formative, exploratory self, giving voice to a need, relationship, or helping to discover aspects of the world (Zero to Three, 2019). 

Teaching Competencies and Skills Required

Educators will need a range of teaching skills to foster language and literacy development:

• Responsive Language Modelling: Have conversations with your children, model clear language and verbally respond to gestures and words (Masterson, 2018).
• Use of Expansive and Repetitive Language: use of repetition and expansion strategies facilitate vocabulary development (Garvis et al., 2019)
• Storytelling and Shared Reading: Reading books and oral storytelling develop print awareness and narrative understanding (Arthur et al., 2024).
• Support alternate methods with multimodal communication: recognising gestures, facial expressions and visual symbols for pre-verbal children.
• Culturally and Linguistically Inclusive Practice – Incorporation of children's home languages and cultural narratives build identity and language development (ACECQA, 2022).

Authentic Curriculum Provision and Learning Opportunities

The development of language and literacy occurs in authentic, real-world settings. Effective strategies include:

- Dialogic Reading: Asking questions when reading books with children.

- Nursery Rhymes and Songs: Phonological awareness through musical play.

- Dramatic Play and Puppet Shows: Developing narrative skills through role-play.

- Environmental Print Exposure: Putting labels on classroom objects to establish print awareness.

- Sensory and Object-Based Communication: Introducing new words using objects.

The approaches can be embedded into sub curriculum areas (Art, Drama, Music, Language and Literacy, Technologies) creating interactive pathways to communication and early literacy.

Three Original Learning Opportunities: 

1. Sound and Gesture Songs; In babies aged 0–12 months, early communication skills are encouraged through simple verses performed with repetitive hand gestures, facial expressions, and tone. This strategy relates to the curriculum areas of Movement and Music by introducing rhythm and gesture; Language and Literacy by providing an opportunity for exposure to speech sounds; and Humanities and Social Sciences by creating social connections through song rituals.
2. My Word Basket: For 12-24 months old toddlers, sensory exploration can help them learn to build vocabulary and connect words to objects. Linked to areas of the curriculum, including Science, Language and Literacy and Technologies, educators can use themed object baskets, photo cards and voice-recording buttons to assist toddlers learn names, repeat words, and match items to pictures.

3. Tell Me a Story Circle; For 2-3-year-olds builds narrative, expressive language, and print awareness. Curriculum areas undertaken: Drama and Puppetry (story enactment with puppets), Language and Literacy (oral storytelling), Art (story scene drawing). This approach builds on the fact that children are likely to remember and respond to a story that is already familiar to them, creating a ‘story retell’ with puppets and drawing to illustrate their favourite video scene, connects to STEAM ideas of sequencing and problem-solving.