EYFS

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WellComm, Speech and Language

at St Lukes's CE Primary School

What is WellComm? 

WellComm is a Speech and Language Toolkit for Screening and Intervention in the Early Years: Revised Edition that plays a crucial role in identifying children with potential language difficulties and offers a range of customised intervention activities to help support their language development.

Easy to administer and score, the screening tool uses a unique traffic light system to help practitioners understand the child’s current level of speech and language and to provide a pathway for action, ensuring every child gets the support they need.

  • Consider referral to a specialist service for further advice/assessment
  • Extra support and intervention required
  • No intervention currently required

WellComm 3

Links & Downloads

3.1 Learning to make sense of the world through play

Why is this important?

Pretend play helps children understand how objects are used in the real world and also leads to an awareness that toys can represent real things and people. As play skills develop, so does the knowledge of the words that represent objects as they are heard in context during play. Play is essential for children’s learning and for the development of language.

What to do

• Get together a large doll or teddy (not miniature) and some real everyday objects
(e.g. cup, brush, flannel).
• Offer the child one of the objects (e.g. cup).
• Encourage the child to use the cup to ‘Give dolly a drink’.

3.2 Using songs and rhymes to learn single words/the names of body parts

Why is this important?

The names of body parts are part of a child’s early vocabulary. At first children learn to understand the word on its own and then phrases using the word (e.g. ‘Mummy’s hand’, ‘Tommy’s eyes’).

What to do

• Sing lots of action songs together relating to body parts. Examples include: ★ ‘Head, Shoulders, Knees and Toes.’
★ ‘Here We Go Round the Mulberry Bush’ (e.g. this is the way we ‘wash our teeth’, ‘brush our hair’). ★ ‘If You’re Happy and You Know It …’
• As you sing, point to each body part together.
• Encourage the child to join in with the actions and point to body parts as you sing.
• Make up songs using well-known tunes (e.g. ‘The Wheels on the Bus’ could be adapted to ‘Katie on the bus, she claps her hands’ or ‘The children on the bus they touch their toes’).
• During everyday routines (e.g. getting dressed, bath-time) ask the child to ‘Point to nose’, ‘Wash tummy’, ‘Put sock on foot’).

Head, Shoulders, Knees & Toes
Here We Go Round The Mulberry Bush
If You're Happy & You Know It
One Finger One Thumb
This Little Piggy Went To Market

3.3 Learning what ‘doing’ words (verbs) mean

Why is this important?

Action words describe what people are doing. They are more difficult to learn than object names because they aren’t static. Children pick them up more easily if they can be experienced (e.g. by ‘washing’ themselves or teddy). It’s important, therefore, to use as many multi-sensory activities as you can.

What to do

• You will need: ★ Teddy or doll (or a favourite toy). ★ Cup, brush, item of food, flannel.
• Put out teddy (or other toy) with two different objects (e.g. cup and flannel). Ask: ★ ‘Make teddy drink.’ ★ ‘Wash teddy.’
• You can also ask the child to make teddy perform an action that doesn’t need any props (e.g. sleep, run, sit, wave, clap). ★ ‘Make teddy jump.’ ★ ‘Make teddy sit.’ ★ ‘Make teddy sleep.’

3.4 Understanding sentences with two key words

Why is this important?

This is part of the continuum of language development: children learn to abstract meaning from one (key) word and then move to being able to do the same with two.

What to do

• Gather together: ★ Teddy and doll (or two of the child’s toys). ★ Two of the following objects: bed/chair/table/box/plate/cup.
• Put out the two toys and three objects.
• Ask the child to put one of the toys ‘in’/‘on’ one of the objects, e.g. ★ ‘Put doll on the table.’ ★ ‘Put teddy in the box.’
• Vary the instructions and use different toys and objects.
N.B. The child doesn’t need to understand the prepositions in/on to do this task.

3.5 Understanding the words only (no cues and out of routine!)

Why is this important?

When children first begin to understand simple instructions, they use all the cues around them (e.g. routine, pointing, gestures) to work out what they need to do – the words are not necessarily the most important part! As the connection between the words and the cues is established, the meaning of the words alone begins to develop. Only when the child is able to follow instructions without the cues can we say that verbal understanding is developing.

What to do

• It is important for the child to realise that not everything happens at the same time every day (e.g. other children may have a swimming or music lesson one afternoon but not every afternoon; you may have forgotten to get something from the shops and have to go out at an unusual time). In these situations the child can’t rely on routine to work out what will happen.
• Try to reduce the number of additional cues (pointing, gestures) you give; so, as an example, instead of putting your coat and shoes on first, you might say ‘Go and get your coat’ or ‘Can you fetch Mummy’s bag?’ If the child is successful, the words (‘coat’ or ‘bag’) alone have really been understood.

3.6 Putting two early words together

Why is this important?

As children are beginning to string words together, words such as ‘more’, ‘gone’ and ‘bye-bye’ can be added to the object names that the child has acquired. They are a fun and easy way to develop two-word phrases. These are often referred to as pivot phrases.

What to do – ‘more’

• Choose high-interest items for this activity!
• Break a biscuit, apple, banana, piece of toast into small bite-size pieces and pass the child a small piece to eat.
• When he/she reaches or vocalises for ‘more’, say ‘more biscuit’ and pass over another piece.
• As this becomes consistent, encourage the child to ask for ‘more’. Pause as he/she is reaching to give a chance for the word to be used.
• Remember – it doesn’t matter if the word isn’t perfect!
• When the child is using ‘more’, encourage joining the ‘more’ with the item (e.g. ‘more apple’).
• Blow bubbles: encourage the child to say ‘more bubbles’ before you respond.

What to do – ‘gone’

• Gather together a box or bag and some everyday objects/toys.
• Encourage the child to post the objects into the box/bag.
• As each one is posted, you say ‘gone’.
• Now pause after each object has been posted, waiting to see if the child will copy.
• When the child is consistently using ‘gone’, begin to join ‘object + gone’ as the child posts the objects or puts them away in the bag (e.g. ‘keys gone’, ‘brush gone’).

3.7 Using one word to describe an action

Why is this important?

Action words (verbs) describe what is happening/what someone or thing is doing. They are more abstract than object names (i.e. they can’t be seen) and therefore can be trickier to learn. Describing what someone else is doing is a further step along this road.

What to do

• During movement or physical play, talk about what the child is doing. Ask the child if he/she can copy, e.g. ★ ‘Mummy’s jumping. Can Amy jump?’ ★ ‘That boy’s climbing. Can Jalil climb?’
• As the child begins to understand the action words, ask: ‘What is Amy doing?’
• Sing nursery rhymes that include actions, e.g. ★ ‘Here We Go Round the Mulberry Bush’ (e.g. ‘this is the way we clap our hands, stamp our feet, jump up and down’). ★ ‘The Wheels on the Bus’ (e.g. ‘the people/children on the bus, they wave bye-bye, nod their head, eat their lunch’). ★ ‘If You’re Happy and You Know It …’
• Encourage the child to join in with the actions: sometimes pause and ask, e.g. ★ ‘What did we do with our hands?’ – ‘clap’.
• Play ‘Simon Says’. Ask the child to follow instructions to: ★ Jump, walk, run, sleep, clap, fall down, etc.
• At first, do the actions together and then let the child try by him/herself. Get doll or teddy to play along too. Reverse the roles so the child has to tell others what to do – you could use picture cards for this so one child, in turn, tells the others to do the action on the card.
• Look at picture books together, talking about what people are doing. Ask, e.g. ★ ‘Find someone who’s running.’
• Take it in turns to find someone and say what is happening. If the child is unsure of the right word, offer a choice ‘Is he running or sleeping?’
• During play, you describe what is happening and/or ask the child what he/she’s doing, e.g. ★ In the home cornerbrushing teeth/hair, eating, sleeping, sitting, cooking, tidying, cleaning. ★ During ball play – the child can roll, bounce, throw and catch. ★ Playing with cars – the child can push, crash, pull and stop. ★ Craft play – cutting, painting, cooking, drawing, colouring, etc.

3.8 Naming more everyday things

Why is this important?

Children need to hear words many times before they begin to use them. Everyday objects/photos/favourite toys are the words that children will be most familiar with and therefore the ones they will be motivated to use first. Expanding vocabulary is an important aspect of language learning.

What to do

• Use a bag (e.g. felt bag/PE bag/pillowcase) and put a selection of everyday objects (about ten items) inside: ★ Brush, cup, shoe, book, teddy, etc.
• Let the child feel inside the bag and pull something out.
• As this happens, pause to see if he/she spontaneously names the item.
• If this doesn’t happen, offer a choice (e.g. ‘Is it a brush or a car?’).
• If this doesn’t prompt the name, you name the item. Use lots of repetition to give the child the opportunity to listen to the word.
• Demonstrate what the item is for as you say the word (e.g. pretend to drink as you say ‘cup’).
• When the bag is empty, reverse the activity so the child is picking up an object, naming it as it goes back into the bag.

3.9 Using/copying actions in rhymes and songs

Why is this important?

Nursery rhymes and songs are repetitive and easily become familiar, there by helping children to remember a series of actions associated with specific  words, and to become increasingly confident in being able to predict what is going to happen next.

What to do

• In a small group or individually, sing favourite nursery rhymes together, particularly those with actions, e.g. ★ ‘I’m a Little Teapot’ ★ ‘Twinkle Twinkle Little Star’
• Slow down your singing: give the child a chance to join in with the actions. Don’t worry about singing the same song several times in a row – children love the repetition and it helps them become familiar with the actions.
• Guide the child’s hands/arms to encourage him/her to join in.
• Older children/siblings love nursery rhymes and can encourage younger children to join in.

I'm A Little Teapot
Twinkle Twinkle Little Star

3.10 ‘Talking about what I have seen or done’

Why is this important?

Children need to learn how to use words to draw attention to something – to ‘comment’ (e.g. child sees a duck and says ‘duck’). This is an important communicative function as language is not just about getting one’s own basic needs met, but is about chatting to others too!

What to do

• When out and about, or round the house, give the child opportunities to point to things in the environment (e.g. when at the park, point to the ‘dog’). Follow what captures the child’s interest.
• Point to and name things yourself.

WellComm 4

4.1 Remembering two things at a time

Why is this important?

Verbal understanding is like a ‘list’ of things/items that need to be remembered in order to carry out the task. An example of a two-word level instruction is ‘Give doll a banana’ (e.g. children have to remember ‘doll’ and
‘banana’). If children can’t do this, it may be that their auditory memory is not yet sufficiently developed.

What to do

• Put out four everyday objects (e.g. cup, teddy, pencil, sock).
• Say ‘Give me pencil and teddy’. Make sure the child waits until the end of the instruction before responding.
• Hold out your hands for the items.
• Replace and ask for two different items.
N.B. Try to remember not to look at the items as you ask for them, or eye-point during the task as this gives clues over and above the meanings of the words only.
• Work towards the same aim via different activities: ★ Play a shopping game, or put two animals into the field, or two items of clothing into the washing machine, etc. ★ ‘Kim’s Game’ is good for developing memory and observation skills and is also great fun. Collect a small number of items on a tray and cover them with a cloth. Sit in a group where all the children can see the tray. Take away the cloth and allow the children time to scan the items carefully. Re-cover the tray then ask each child which items they can remember. The one who remembers most wins the game.

4.2 Understanding simple describing words (adjectives) in sentences

Why is this important?

Adjectives are describing words that tell us a bit more about the object or item referred to (e.g. ‘wet hands’, ‘dirty shoes’).

What to do

• Gather together some pairs of pictures. One of the pictures should show the item in a different state (e.g. ‘dirty’, ‘happy’, ‘wet’, ‘broken’, ‘big’). The other picture should show the object in its ‘normal’ state.
• Put out two pairs (e.g. ‘happy’ girl and ‘normal’ girl; ‘broken’ cup and ‘normal’ cup).
• Ask the child to point to ‘broken cup’.
• If this is successful, move onto other picture sets.

4.3 Understanding that ‘no’ plus an object is an early negative

Why is this important?

Children use negatives to describe the ‘absence’ or non-existence of an object (e.g. a child finishes his/her drink and says ‘no juice’). Before children learn to use ‘no’ in two-word phrases, they must first be able to understand these structures and to use them appropriately.

What to do

• Gather together two favourite toys (e.g. cat, puppy, doll, Spiderman).
• Use just two toys to begin with.
• From a store of everyday objects, choose a few (e.g. ball, cup, hat, socks).
• Give an object to one of the toys (e.g. put the hat on the cat’s head).
• Ask ‘Who’s got no hat on?’
• Encourage the child to point to the toy without the object.
• If the child points to the toy wearing the hat, say ‘Teddy’s got a hat, who’s got no hat?’
• If this continues to prove difficult, prompt by guiding the child’s hand towards the right response and reinforce it with ‘Look, teddy’s got no hat on’.

4.4 Learning to talk through play

Why is this important?

Imaginative play is crucial for learning new skills and practising these skills in a safe environment. Play is vital in encouraging language development.

What to do

• Gather together dolls or other soft toys and one of the following: ★ Doll’s tea set. ★ Empty bottles, sponge, flannel, toothbrush, etc. ★ Bottle and bed (a shoe box will do). ★ Shop.
• Encourage the child to act out situations through play (e.g. tea party, bath-time).
• Talk to the child about what he/she is doing.
• Get a doll/teddy/favourite toy/playmobile figure for yourself and play alongside the child to show what to do. Talk to your doll so the child can hear – keeping your sentences short and just using the words you need (e.g. ‘doll drink’, ‘doll sleep’).

4.5 Understanding more complex instructions

Why is this important?

This activity will help children follow three key words in a sentence, thereby developing verbal understanding.

What to do

• Three-word level instructions can be given during any and all daily activities. In this way teaching and learning opportunities are available throughout the day.
• Gather together the following: ★ Doll, teddy (or alternative toy character). ★ Flannel, hair brush.
• Play together using the items to ‘wash’ and ‘brush’ doll/teddy’s body parts.
• Encourage the child to listen and then give an instruction using three key words: ★ ‘Wash teddy’s feet.’ ★ ‘Brush doll’s hair.’ ★ ‘Brush doll’s hand.’
N.B. Try to remember not to look at, point to or give any visual clues (you can do this if you need to ‘Step down’).
• If the child doesn’t quite get it right, acknowledge what he/she has managed, repeat the instruction and then gently prompt/guide the child towards the correct toys. Repeat the instruction as you guide or the child copies you.

4.6 Understanding and using doing words (verbs) in simple sentences

Why is this important?

This activity encourages children to build sentences using two key words: it also helps to widen vocabulary. This is an important step in the development of grammar.

What to do

• You will need: ★ Teddy and doll (or two other favourite toys). ★ Cup, brush, item of food, flannel.
• Put out teddy and doll and two different items (e.g. cup and flannel). Say: ★ ‘Make teddy drink.’ ★ ‘Wash doll.’
★ ‘Make doll drink.’
• You could also ask the child to make doll or teddy perform an action that doesn’t need any additional items (e.g. sleep, run, hop, sit, wave, clap). ★ ‘Make teddy jump.’ ★ ‘Make teddy sit.’ ★ ‘Make doll sleep.’
• When the child has successfully followed an instruction, ask ‘What’s happening?’ Encourage the child to use a two-word phrase to describe (e.g. ‘teddy jump’, ‘doll drink’).
• If the child doesn’t respond or uses a single-word (e.g. ‘jump’), offer a choice: ★ Adult: ‘Make teddy jump.’
★ Child follows instruction correctly. ★ Adult praises: ‘Well done. What’s happening?’ (points to teddy).
★ Child: ‘Teddy.’ ★ Adult: ‘Is teddy sleeping or teddy jumping?’ ★ Child: ‘Teddy jump.’

4.7 Using ‘in’ and ‘on’ at the simplest level

Why is this important?

Prepositions are words that describe the position of an object (e.g. ‘in’, ‘on’, ‘under’ and ‘behind’). They are useful foundations for describing physical relationships in the world around.

What to do

• Gather together some toys and place them around the room: put them ‘in’ and ‘on’ things.
• As the child locates an object, encourage him/her to say where the preposition is being used (e.g. ‘in’ cup; ‘on’ bed).
• If the child makes a mistake or doesn’t respond, offer a choice (e.g. ‘Is the car in or on the box?’).
• When all the toys have been seen, change places and encourage the child to place them this time, and then tell you where to look, using the preposition.

4.8 Adding ‘ing’ to describe an action

Why is this important?

The present tense ‘ing’ is used following an action word to describe something that is happening now (e.g. ‘boy running’, ‘girl hopping’). This is important for the development of grammatical skills.

What to do

• Look at books together and talk about what people, animals, etc. are doing.
• Use phrases to help, e.g. ★ ‘That boy is running, what about him, he’s …’
• Offer choices: ‘Is the boy running or walking?’
• If the child responds correctly, praise and repeat the sentence back, e.g. ★ ‘Well done, the boy is walking.’
• If the child responds incorrectly (e.g. says ‘boy walk’), do the following: ★ Praise for trying. ★ Repeat the sentence emphasising the missed element (e.g. ‘Boy walking. Can you tell me what the boy is doing?’).
• Talk about what toys are doing during play and give choices relating to the child’s play, e.g. ★ Child playing with cars: ‘Is the car driving or walking down the road?’ ★ Child playing in home corner: ‘Is teddy sleeping or washing?’

4.9 Understanding and using pronouns: ‘I’, ‘you’ and ‘we’

Why is this important?

Pronouns are words that replace the name of a person (e.g. instead of the speaker saying ‘Mummy would like a cup of tea’, Mummy refers to herself as ‘I’). When asking someone else a question, ‘you’ is used instead of the name
of the person (e.g. ‘Did you see the car?’ instead of ‘Did Sammy see the car?’). This is another step in the development of grammar.

What to do

• Set up a pretend tea party.
• Gather together cups, plates, plastic cutlery, foods, pretend kettle and teapot, etc.
• Play modelling pronouns, e.g. ★ ‘I want some tea.’ ★ ‘Sunil, do you want some tea?’
• Set up situations where you can model ‘I’ and ‘you’ and then ask a question, e.g. ★ Adult: ‘I put my coat on, what are you doing Sunil?’ ★ Child: ‘I put coat on.’

4.10 Learning to use ‘big’ and ‘little’

Why is this important?

‘Big’ and ‘little’ are important opposites. They form the building blocks of more abstract concept development and give children a means to describe the world around them. They are often amongst the earliest adjectives (describing words) that children learn. Usually ‘big’ is learned before ‘little’.

What to do

• Gather together: ★ A selection of objects – one ‘big’ and one ‘little’ (e.g. ‘big’ cup and ‘little’ cup; ‘big’ pencil and ‘little’ pencil).
• Explain that you are going to take it in turns to tidy up and put the things away into a box/bag.
• Put out a pair of items (e.g. two cups, one ‘big’ and one ‘little’). Tell the child to find the ‘big cup’. Put it in the box.
• Ask the child: ★ Adult: ‘What did you put in the box?’ ★ Child: ‘Big (cup)’.
• Point to the remaining cup: ★ Adult: ‘What shall I put in the box?’ ★ Child: ‘Little (cup)’.
• During outdoor play, ask the child to jump into a ‘big’/‘little’ hoop. ‘Step up’ by asking: ‘Which hoop are you in?’
• There are numerous opportunities throughout the day for teaching ‘big’ and ‘little’ – laying the table (‘big’ spoon, ‘little’ spoon), matching shoes etc.

WellComm 5

Links & Downloads

5.1 Understanding ‘in’, ‘on’ and ‘under’ at the simplest level

Why is this important?

Prepositions are words that describe the placement of objects. They are important in the development of relational concepts (i.e. describing where things are compared to others). Children need to understand prepositions as words on their own before they can be understood in sentences incorporating more information-carrying words.

What to do

• Put out a box or jar (something with a lid).
• Give the child an object (e.g. brick) and ask the child to ‘Put the brick ‘in’/‘on’/‘under’ the box’.
• Give the child another item and repeat the game.
• The child only has to understand the preposition in this task as you have given no choice of object (brick) or place (box).

5.2 Learning to remember and then say the names of two things

Why is this important?

Verbal understanding can be likened to a ‘list’ of things that need to be remembered in order to carry out a task. For example, in the two-word level instruction ‘Give Sam a cup’, the child has to remember ‘Sam’ and ‘cup’.
If children can’t do this, it may be that their auditory memory is not yet sufficiently developed. Auditory memory can be improved with practice.

What to do

• Gather together a selection of pictures of everyday things. These could be cards or cut out from magazines.
• Place a few cards (e.g. six) face-down on the table.
• Choose two cards but don’t show them to the child.
• Look at your cards and say what they are (e.g. ‘I’ve got a dog and a table’).
• Ask ‘Can you remember what cards I’ve got?’
• If the child is right, show your cards and reinforce: ‘Well done! A dog and a table!’
• If the child finds it difficult or remembers just one item, repeat what cards you have, emphasising the key words (e.g. ‘I’ve got dog and table’).

5.3 Learning to play with a friend

Why is this important?

Social play is an important part of children learning to become sociable and develop friendships (i.e. realising that they are not alone in their environment – there are other people with feelings, needs and wants too!). Children increase in communicative confidence as new skills are practised by watching and playing with others in a relatively safe/familiar environment. Social play is key to social and emotional development.

What to do

• Engage two children in identical play at a table or on the floor. Activities could be drawing, sticking, puzzles.
• Build a tower where both children have some bricks and take turns to put one on the tower. Start by guiding the activity and slowly move away to enable the children to continue.
• Equipment that requires two children (e.g. see-saws/double swings) are useful, as are toys that require ‘help’ (e.g. pushing each other in a car).
• Play hide-and-seek or ball games.

5.4 Learning the names of colours

Why is this important?

Colour names are adjectives often used to describe things. Children need to understand that colours are not inextricably linked to objects (e.g. trousers are not always blue). When children are able to match and sort objects
according to colour, then they are ready to learn the colour names.

What to do

• Gather together some bricks or Lego blocks of four different colours (red, yellow, green and blue are ideal).
• Put out the bricks – one of each colour.
• Explain that you are going to build a tower together.
• Ask the child for a brick by colour: ★ ‘Find the red brick.’ ★ ‘Put the blue brick on.’ etc.
• Always make sure there’s a choice of four colours and ask for the bricks in a random order.

Colour Sorting Online Game

5.5 Learning the meaning of ‘where’

Why is this important?

Wh- questions are an integral part of everyday conversations and routines (e.g. ‘Where’s your coat?’). Children need to be able to follow these instructions to be able to respond appropriately to questions and to move from a concrete to a more abstract level.

What to do

• Gather together some toys or objects and place them around the room.
• Encourage the child to find one item at a time by asking: ‘Where’s the …?’
• If the child can manage this, move on to the next item.
• If the child responds incorrectly (e.g. by naming the item retrieved rather than where it is), repeat the question and give the answer, e.g. ★ Adult: ‘Where’s the ball?’ ★ Child: ‘Ball.’ ★ Adult: ‘Where’s the ball? On the table.’
• You could also try repeating the question and then start to model a response for the child to complete, e.g.
★ Adult: ‘Where’s the ball? The ball’s on the …?’

5.6 To encourage the use of three-word sentences

Why is this important?

As language develops, children need to be able to use more words to make longer sentences, using an increasingly varied vocabulary. This helps them combine vocabulary and grammar to express a wide range of meanings.

What to do

• Choose from one of the following: ★ Teddy/doll or child’s favourite toy and everyday objects (e.g. brush, cup, flannel). ★ A book with lots of pictures of everyday scenes (e.g. children at the park, stories about going to the doctor/hairdressers). ★ Pretend food and objects for a tea party.
• Start by describing what the child is doing (e.g. ‘brushing doll’s hair’).
• Encourage the child to use three-word phrases by asking ‘What are you doing?’
• If the child responds with a two-word phrase, ‘add’ another word to the sentence, e.g. ★ Child is washing teddy’s feet with a flannel. ★ Adult: ‘What are you doing?’ ★ Child: ‘Wash feet.’ ★ Adult: ‘Well done’ and then adds ‘(You’re) washing teddy’s feet. Shall we wash something else?’
• If the child doesn’t respond, offer a choice, e.g. ★ Child and adult are looking at a book showing children playing in the park. ★ Adult points at child on swing and says ‘Look at that; what’s she doing?’ ★ Child looks but doesn’t say anything. ★ Adult: ‘Is the girl jumping on the bed or playing on the swing?’ ★ Child: ‘Playing swing.’ ★ Adult praises ‘Good’ and repeats or adds a word ‘Girl playing swing’.
• Everyday routines often provide the best opportunities for learning.

5.7 Using ‘under’ in a simple game

Why is this important?

Prepositions are words that describe the position of an object (e.g. ‘in’, ‘on’, ‘under’, ‘behind’). ‘Under’ falls within the first group that children learn.

What to do

• Gather together some toys and place them ‘under’ things around the room.
• As the child finds something, he/she must say where it was, using the preposition (e.g. ‘under’ cup; ‘under’ bed).
• If the child uses the wrong preposition or doesn’t respond, offer a choice (e.g. ‘Is the car in the box or under the box?’).
• When everything has been found, play the game again, this time with the child hiding the toys under things and telling you where to find them.
• ‘Under’ is easiest for some children because it has two syllables which you can emphasise as you speak – ‘un-der’.

5.8 Beginning to use ‘what’ and ‘where’

Why is this important?

Children need to ask questions to become active learners (i.e. to take part in their own learning). It is a critical tool in facilitating problem-solving too.

What to do

• What? ★ Share a book and take it in turns to point to something and ask ‘What is it?’ ★ At snack-time (either with other children or pretend with toys) ask the child/toys ‘What shall we have to drink?’ ★ Put puzzle pieces/toys/pictures into a bag. Take it in turns to take one out and say ‘What have I got?’
• Where? ★ Again, share a book, taking it in turns to ask ‘Where’s the …?’ and then find it on the page. ★ Sort the clean washing together: put it into piles of socks, pants, trousers, etc. or Mummy’s, Daddy’s, boy’s, etc. Take it in turns to choose something from the basket and say ‘Where (do the) pants go?’ ★ Use a variety of toys such as a doll’s house and furniture, farmyard and animals, playground and children, etc. Take it in turns to choose an item (e.g. bed) and ask ‘Where (does the) bed go?’

Hey Duggee Online Jigsaw

5.9 Understanding what things are for

Why is this important?

Children begin to be able to categorise things into groups by learning their functions (e.g. things to eat, wear, drive). This also helps acquire more vocabulary.

What to do

• Gather together some familiar toys/objects: ★ Cup, brush, apple, chair, hat, pencil.
• Start by putting out two things and ask the child to find an object by its function: ★ ‘What do we eat?’
★ ‘What can we sit on?’ ★ ‘What do we wear?’
N.B. Remember not to look at or point to the object for which you are asking.
• Guide the child to the right choice if you need to. Repeat the instruction and demonstrate the function (e.g. ‘Sit doll on the chair’, ‘Pretend to eat the apple’).

5.10 Using simple plurals/plural forms

Why is this important?

Children need to understand and use plurals to be able to identify and describe more than one of something (e.g. duck vs. ducks; house vs. houses). It is fine for children to over-generalise the rule to begin with (e.g.‘fishes’, ‘breads’).

What to do

• Make a scrapbook together.
• On one page, put a picture of an object and on the other page, put a picture of several objects (e.g. one dog on one side; lots of dogs on the other page).
• Either draw, print out, cut out, use stencils, etc. to prepare the pictures.
• Whilst the child is drawing/sticking, take the opportunity to refer to ‘dog’/‘dogs’.
• Talk about what you can see in the pictures, encouraging the child to say ‘a dog’/‘lots of dogs’.

WellComm 6

Links & Downloads

6.1 Understanding and using pronouns: ‘he’ and ‘she’

Why is this important?

Pronouns are words that replace a noun or a person (e.g. the boy – ‘he’; the girl – ‘she’). Other pronouns include ‘I’, ‘you’ and ‘they’.

What to do

• Find two character toys – one must be a girl (e.g. Barbie) and the other a boy (e.g. Buzz Lightyear, Spiderman).
• Gather together several everyday items (e.g. brush, cup, spoon, flannel).
• Demonstrate that the toys can do lots of different things (e.g. brush hair, wash face). Say: ★ ‘He’s washing.’
★ ‘She’s jumping.’
• Can the child choose the correct character to relate to the pronoun?
• Share books and use pronouns to talk about what’s happening (e.g. ‘he’s running’, ‘she’s skipping’).
• Talk about what children are doing in the park when you are out for a walk, or on the bus. Use a lead-in phrase to help the child relate the pronoun to the male/female, e.g. ★ ‘Look at that boy, he’s hopping.’ ★ ‘Can you see that lady? She’s eating.’

6.2 Understanding ‘behind’ and ‘in front’

Why is this important?

‘Behind’ and ‘in front’ are prepositions and are used to describe the placement of objects or people.

What to do

• Gather together a few favourite character toys.
• Explain that the toys are going to play a game and the child is going to put them in different places. Ask the child to: ★ ‘Put Spiderman behind the curtain.’ ★ ‘Put Barbie in front of the chair.’ ★ ‘Put teddy in front of the fridge.’
• You can use things around the room or work with items on the table (e.g. cup, car, book). Ask the child to put Spiderman ‘behind’ the cup.
N.B. remember to sit next to child for this activity so that you are both looking at
things from the same perspective.

6.3 Understanding the negative form

Why is this important?

Children begin to understand negatives with ‘no’ and ‘not’ and then progress to understanding the reduced form (e.g. ‘isn’t’, ‘can’t’ and ‘don’t’).

What to do

• Gather together some pictures of children doing various actions (e.g. climbing, running, jumping, eating).
• Put out two pictures and ask: ★ ‘Who isn’t eating?’
• When the child points to the right picture, reinforce this by repeating the sentence: ★ ‘Well done. He isn’t eating. He’s climbing.’
• Have another go with two new pictures.

6.4 Understanding functions of body parts

Why is this important?

Understanding the functions of body parts follows on from understanding the functions of objects. It allows children to reflect on their own behaviour and essentially on what they need to do (e.g. ‘listen’ involves using our ears and ‘look’ using our eyes).

What to do

• Draw a picture of the child (or encourage the child to do this).
• Suggest body parts that need to be added (e.g. hands, legs, ears).
• When the child has finished, ask questions relating to the functions of the various body parts, e.g. ★ ‘What can we do with our hands?’ ■ Clap, wave, hold things. ★ ‘What do we do with our ears?’ ■ Listen, hear, wear earrings.
• Find pictures of people performing the different actions and make a scrapbook (e.g. put a picture of hands in the middle of a piece of paper and draw/cut out/print out pictures of people waving, holding knife and fork, throwing a ball).

Online Paint Tool

6.5 Playing sociably and learning to share

Why is this important?

Social play takes place in a natural environment, allowing children to develop and practise their communication skills. To be successful, children need to understand the rules of turn-taking and sharing. This forms the foundation of social-interaction skills for later life.

What to do

• Provide opportunities for the child to engage in play activities with other children of similar ages by involving the child in playgroups, nursery school, parent and toddler groups and visiting places where other children play (e.g. the park).
• Set up activities where two children can play together (e.g. home corner, playing shops, a simple game, taking turns to complete a puzzle).
• Suggest things that one child could give to another (e.g. one child cooking, the other putting the doll to bed; suggest child one heats a bottle of milk for child two to give to doll).

6.6 Developing expressive language

Why is this important?

As language develops, children need to be able to use more words to make longer sentences. This happens by adding grammatical elements (i.e.plurals, past tense) or by linking two thoughts (e.g. using ‘and’/‘because’)
thereby making sentences much longer. Children are ready for this when they have the vocabulary to be able to link three key words in a sentence.

What to do

• Gather together two favourite toys (e.g. doll and teddy). You will need a picture to represent them as well (e.g. draw a picture/take a photo/cut out a picture of a teddy and doll).
• Draw/print out/cut out a picture of someone sitting, standing, running and sleeping.
• Now draw/print out/cut out some pictures of a few common items in the room (e.g. chair, television, table, drawers).
• Put the pictures in three piles and encourage the child to take one picture from each pile to make a sentence:
★ ‘Teddy sitting chair.’
• Encourage the child to say the sentence and then make teddy/doll perform the action.
• Keep one or two words the same (e.g. teddy sitting bed, teddy sitting sofa).

6.7 Understanding and using verbs in the past tense

Why is this important?

Developing the grammatical structures relating to past tense allows children to talk about an event that has happened in the past and contrast this with the here and now. This increases the range of language use and also allows children to talk about things outside the here and now.

What to do

• To elicit past tense, try: ★ After playtime/lunchtime, ask the child who he/she played with and what he/she ate, etc. ★ When playing with toys (e.g. in home corner or with the farm), ask what food the child made for dinner or what the farmer fed the cows, etc. ★ Tell a simple story and ask the child to use the pictures to retell the story using the past tense. ★ Play ‘Simon Says’. When the child has performed the action, ask: ■ Adult: ‘What did you do?’ ■ Child: ‘Jumped/danced/ hopped’, etc. ★ Use everyday situations to elicit past tense forms (e.g. a train goes past, a child falls over). Ask ‘What happened?’

6.8 Generating ideas about the function of objects (semantic links)

Why is this important?

Children need to learn that objects often have more than one function (e.g. ball – throw it, catch it, play football) and that lots of objects perform the same actions (e.g. what flies – butterfly, helicopter, bird, aeroplane).

What to do

• Gather together pictures of objects and put them face down on the table. The child chooses a picture (e.g. chair):
★ Adult: ‘What do we do with a chair?’ ★ Child: ‘Sit on it.’
• Give the child praise and then talk about other objects and their uses.
 

6.9 Understanding ‘why’ questions

Why is this important?

‘Why’ questions help to develop causal relations, that is, something happened because of something else (e.g. the boy’s feet are cold because he has no socks). The development of verbal reasoning in this way is very important and is a key stage in language development. It helps children move from the concrete to the more abstract use of language and also to reflect on the world around them.

What to do

• Look at picture books and/or read simple stories together.
• When you have finished, look through the book again and see if the child can tell you something about the pictures or what happened.
• Ask simple why questions, e.g. ★ ‘Why was the little boy crying?’ ■ ‘He fell in the mud.’ ★ ‘Why did they have to go home?’ ■ ‘It was raining.’ ★ ‘Why was the dog barking?’ ■ ‘The cat was stuck in the tree.’
• The child doesn’t need to respond with ‘because …’ as long as he/she understands that the question is looking for a reason. However, for some, eliciting ‘because’ helps to unlock the rest of the sentence.
N.B. Try not to ask too many questions but allow the child to lead some of the
discussion about the story.

6.10 Learning to remember and then say the names of three things

Why is this important?

Verbal understanding can be likened to a ‘list’ of things that need to be remembered in order to carry out a task. If, for example, a three-word instruction is given (e.g. ‘Wash doll’s face’), the child has to remember ‘wash’, ‘doll’ and ‘face’. If he/she can’t do this, it may be that auditory memory is not yet sufficiently developed.

What to do

• Gather together a selection of pictures of everyday things. These could be cards or cut out from magazines.
• Place a few cards (i.e. four) face-down on the table.
• Choose three cards but don’t show them to the child.
• Look at the cards and say what they are (e.g. ‘I’ve got a hat, a cup and a pencil’). Ask: ★ ‘Can you remember what cards I’ve got?’
• If the child is right, show your cards and reinforce: ★ ‘Well done! A hat, a cup and a pencil!’
• If the child finds it difficult or remembers only one or two items, repeat what cards you have, emphasising the key words (e.g. ‘I’ve got hat, cup and pencil’).
• Try the activity with some action pictures (e.g. ‘doll is sitting’, ‘boy jumping bed’). Can the child copy these three-word phrases?

WellComm 7

7.1 Role play

Why is this important?

Role play is how children learn to ‘act out’ situations or events that are not in the present. They use knowledge of their own experiences to pretend to be someone else (e.g. nurse, mummy, teacher, bus or train driver, shopkeeper)
and also act the part of roles from books, television programmes, etc.

What to do

• Gather together some clothes for dressing up. Hats, gloves, bags and other accessories are especially useful.
• Encourage the child to dress up and pretend to be someone different (e.g. nurse, doctor, vet, policeman, teacher, spaceman, cowboy, train driver, or perhaps an animal).
• Help the child get into the game by looking at books which have a story, or pictures about a particular character.
• Make the pretend environment together (e.g. in the shop, use empty packets and boxes and pretend money, purses and bags; make food items from play-dough or draw and cut them out).
• Useful books might be about familiar fairy stories or those which relate to real-life experiences (e.g. shopping, a trip to a café, the dentist).

7.2 Understanding ‘many’ and ‘few’

Why is this important?

These kinds of concepts can be tricky to learn, because there is no fixed quantity associated with them (e.g. a ‘few’ leaves on a tree may relate to a hundred leaves, whereas a ‘few’ biscuits left on a plate may only be three).
These concepts/words are abstract – they can’t be seen or touched in the same way as a concrete object like a fork can.

What to do

• Draw a scene on a big piece of paper or photocopy one out of a book (e.g. a playground/park/classroom/street/ room of house).
• Think of things that belong in the scene (e.g. if your scene is the park, you might include trees, ducks, swings, flowers, children, bikes).
• Create cards to depict ‘many’ and ‘few’ of each of the objects (e.g. ‘many’ trees on one piece of card and a ‘few’ trees on another).
• Put out the scene with the two matching objects and ask the child to: ★ ‘Put many trees in the park.’
• Can the child choose the correct picture and place it on the big picture?
• Continue presenting extra cards as you would in a matching game, putting ‘many’ with ‘many’ and ‘few’ with ‘few’. N.B. You could use Blu-Tack to stick the smaller pictures on.
• Do the same for the other pairs of objects (e.g. ‘many’/’few’ ducks).

7.3 Understanding ‘long’ and ‘short’

Why is this important?

Concepts such as ‘long’/‘short’ and ‘big’/‘little’ are used to describe what something looks like and how things are different from each other (e.g. a pencil could be ‘long’/‘short’/‘fat’/‘thin’/‘big’/‘little’).

What to do

• Gather together pairs of things that can be described as ‘long’ and ‘short’ (e.g. pencils, dolls with ‘long’ and ‘short’ hair, rulers, trousers, scarves, snakes).
• Put out one of the pairs (e.g. the ‘long’ and the ‘short’ pencil).
• Ask the child to find the ‘long’ pencil, etc.
• The child could post the object in a box or put it in a bag.

7.4 Learning the meaning of ‘why’

Why is this important?

‘Why’ questions help to develop causal relations, that is something happened because of something else (e.g. the boy is crying because he fell off his bike). As verbal reasoning skills develop, children learn that ‘why’ questions can probe increasingly more abstract concepts.

What to do

• Collect some simple action pictures that illustrate ‘cause and effect’ activities.
• Use ‘why’ as you ask the child about the pictures, e.g. ★ ‘Why has the man got his umbrella?’ ■ ‘Because it’s raining.’ ★ ‘Why is the girl running?’ ■ ‘Because she’s trying to catch the bus.’ ★ ‘Why can’t the boy reach the cake?’
■ ‘Because he’s too small.’ ★ Include questions here about feelings/emotions that the child can relate to
his/her own experience (e.g. ‘Why can’t the boy reach the cake? Because he’s too small. How does he feel?’).
• Encourage sentence completion (e.g. ‘Why has the man got his umbrella? Because …’).
• If this doesn’t do the trick, model the right response.

7.5 Understanding ‘first’ and ‘last’

Why is this important?

‘First’ and ‘last’ are concepts of time: they refer to something happening before or after something else. They are also significant ‘order’ concepts when creating sequence in numeracy.

What to do

• It is useful to do this activity with a group of children of mixed ability, so that children who have already acquired these concepts can act as models for those who are still learning.
• Get the group to line up, then ask the child to stand ‘first’ or ‘last’ in the line.
• If the child is unsure, show him/her where to stand.
• Once you have given the instruction and the child has moved to the right place in the line, reinforce this by saying where the child is (e.g. ‘Yes, now you are first’).

7.6 Understanding and using four-word sentences

Why is this important?

As language develops, children need to understand increasingly more complex instructions and use longer sentences to describe and explain. This helps expand vocabulary and link words together using ‘a’ and ‘the’
as sentences become more like the mature adult form.

What to do

• Ask the child to find two favourite toys (e.g. Spiderman and Batman, Fifi and Dora).
• Find a toy table and chair (or use a real one if necessary).
• Explain that the toys are being naughty by hiding all over the place. Tell the child where to put them – try to make this as fun and outrageous as you can!
• The child will need to understand four different parts of the sentence to get the instruction correct: ★ Person (Spiderman or Batman) ★ Action (‘jump’/‘sit’/‘stand’/‘lie’) ★ Preposition (‘on’/‘under’) ★ Place (‘table’/‘chair’)
• Ask the child to: ★ ‘Make Fifi sit under the chair.’ ★ ‘Make Batman jump on the table.’ ★ ‘Make Dora lie under the table.’
• If a child gets part of the instruction wrong, repeat the instruction emphasising the key words where the correction needs to be made (e.g. if the child places the toy ‘on’ the table instead of ‘under’, you would say ‘Dora’s lying on the table. Make Dora lie under the table.’ If the child doesn’t correct the error, move the toy to the right place and then repeat the instruction.
• When the child has put the toy in the right place, ask ‘What did you do?’ Encourage all four keys words to describe the placement of the toy.

7.7 Using comparatives: ‘bigger’, ‘longer’ and ‘smaller’

Why is this important?

Comparatives relate to the ‘er’ on the end of an adjective and are the grammatical form used to express that there is ‘more’ of something (e.g. ‘more big’ or ‘more small’ – although this is not how it is expressed in English). This signals further development of abstract concepts – those where a judgement has to be made.

What to do

• Gather together some items/toys that vary in size (e.g. two sizes of teddy, cups, pencils, books, cars).
• Put out two of the objects (e.g. two sizes of car).
• Point to the ‘smaller’ of the two objects first and then point to the ‘bigger’ one saying ‘This car is big and this car is …’
• Encourage the child to use the comparative ‘bigger’.
• If the child says ‘more big’, explain that there is a special way of saying ‘more big’, e.g. ★ Adult: ‘This teddy is big and this teddy is … .’ ★ Child: ‘More big.’ ★ Adult: ‘Yes, more big, this teddy is bigger. Now you try. This teddy is … .’
★ Child: ‘Bigger.’

7.8 Understanding opposites: ‘wet’/‘dry’

Why is this important?

Opposites are used to describe concepts (e.g. an oven is ‘hot’, a fridge is ‘cold’) whilst recognising that other words (e.g. ‘warm’, ‘tepid’, ‘lukewarm’) represent various positions on the continuum between these two poles. These linguistic concepts are important in developing cognitive skills too.

What to do

• Start by introducing one of the pair of concepts (e.g. ‘wet’).
• Take a trip round the house, park or school, talking about things that are wet (e.g. washing, rain, puddles, tap, hose, drinks, paint).
• Feel and talk about what ‘wet’ is like (e.g. wash your hands, jump in puddles, make hand-prints with wet paint).
• Think of ‘wet’ things with the child and draw them on a piece of paper. Make a collage of ‘wet’ things by printing/ cutting out and sticking pictures.
• When the child is familiar with the word and concept ‘wet’, move on to learn ‘dry’, going through the same activities. Once ‘wet’ and ‘dry’ have been learnt individually, talk about them together (e.g. put the ‘wet’ washing on the line and it will ‘dry’; wash your hands and then ‘dry’ them).

7.9 Understanding and using pronouns: ‘his’ and ‘her’

Why is this important?

‘His’ and ‘her’ are used to signal that something belongs or relates to a man/lady, boy/girl (or male/female animal) previously identified in a sentence (e.g. the boy wears ‘his’ shoes, the girl likes ‘her’ new bike).

What to do

• Find a catalogue or magazine and cut out a picture of a boy and girl –there are also many commercial products available.
• Cut out lots of pictures of clothes and toys. Try to find similar items (e.g. a girl’s coat and a boy’s coat; a bike for the girl and one for the boy).
• Divide the clothes and toys between the boy and the girl. Ask the child to find: ★ ‘His hat.’ ★ ‘Her shoes.’ ★ ‘Her bike.’
• If the child chooses the wrong picture: ★ Praise the child: ‘Good try.’ ★ Repeat the question emphasising the pronoun: ‘You’ve found the girl’s bike, that’s her bike; can you find his bike?’ ★ If there is no spontaneous correction, guide the child’s hand to the right picture repeating the pronoun: ‘This is the boy’s bike, it’s his bike.’
• When the child is consistently choosing the right person/picture, reverse the roles so that the child is asking you to find ‘his coat’, etc.

7.10 Linking sentences using ‘because’

Why is this important?

‘Because’ is one of a range of words used to expand sentences by adding information, and in this case, justifying ideas/thoughts/decisions. By using words like ‘because’ (e.g. ‘then’, ‘after’, ‘that’) children are able to expand
their grammatical skills too.

What to do

• Gather some things together, show them to the child and then put them in a bag. Ask the child to delve into the bag and guess what he/she can feel. Encourage the child to say why he/she thinks it’s the car/cup, etc. ★ ‘I think it’s a car because it’s got wheels.’ ★ ‘I think it’s a cup because it’s got a handle.’
• If the child starts the sentence with ‘because’, prompt him/her to use the first part by starting it for him/her: ★ Child puts hand in bag and knows it’s a cup.★ Child: ‘Cup.’★ Adult pauses to wait for further explanation. No response so asks ‘Why do you think it’s a cup?’ ★ Child: ‘Because it’s got a handle.’ ★ Adult models first part of sentence (e.g. ‘I think it’s a cup … [pauses]’). ★ Child completes sentence ‘… a cup because its got a handle.’
• Set up some simple scenes which will work with ‘why … because’ structures: ★ ‘Why are we running? … Because we want to catch the bus.’ ★ ‘Why are we putting on coats? … Because it’s cold.’

WellComm 8

Links & Downloads

8.1 Learning the meaning of ‘when’

Why is this important?

Wh- questions are an integral part of everyday conversations and routines. Children need to understand these structures to be able to respond appropriately. ‘When’ is probably the hardest of the question words because
time generally can be a challenging concept for children to grasp.

What to do

• Share a simple activity book, experience book or child’s reading book.
• Using the story/pictures, ask questions relating to ‘when’ particular things happen: ★ ‘When do we have a bath?’
★ ‘When do we put up an umbrella?’ ★ ‘When do we need a plaster?’ ★ ‘When do we put the lights on?’ ★ ‘When does a cat miaow?’
• Encourage appropriate responses. Use sentence completion if the child finds the activity difficult, e.g. ★ Adult: ‘When do we put the lights on?’ ★ Child: No response. ★ Adult: ‘We put the lights on when it’s …’ (pause). ★ Child: ‘Night time.’

8.2 Understanding that things that go together are not always the same

Why is this important?

Children need to learn how words relate to each other but also how they differ from other words (e.g. an apple and carrot are both foods but apples are fruits whereas carrots are vegetables). This helps to build semantics
(word meaning) and expands vocabulary.

What to do

• Gather together some pictures of items in a particular category (e.g. food). Use magazines, supermarket promotional leaflets, cut the labels off tins, packets and jars or draw some foods, to get a range of items.
• Using a scrapbook, exercise book or plain paper, think about how the food items could be divided further, e.g.
★ Fruits vs. vegetables. ★ Hot vs. cold foods. ★ Things eaten for breakfast/lunch/dinner/tea. ★ Hard vs. soft foods.
• Choose two groups (e.g. hot vs. cold foods). Stick all the hot foods on one page and the cold foods on another. Talk about the foods together.

8.3 Understanding that things that go together are not always the same

Why is this important?

Children need to learn how words relate to each other but also how they differ from other words (e.g. an apple and carrot are both foods but apples are fruits whereas carrots are vegetables). This helps to build semantics
(word meaning) and expands vocabulary.

What to do

• Gather together some pictures of items in a particular category (e.g. food). Use magazines, supermarket promotional leaflets, cut the labels off tins, packets and jars or draw some foods, to get a range of items.
• Using a scrapbook, exercise book or plain paper, think about how the food items could be divided further, e.g.
★ Fruits vs. vegetables. ★ Hot vs. cold foods. ★ Things eaten for breakfast/lunch/dinner/tea. ★ Hard vs. soft foods.
• Choose two groups (e.g. hot vs. cold foods). Stick all the hot foods on one page and the cold foods on another. Talk about the foods together.

8.4 Understanding post-modified sentences

Why is this important?

Understanding these more complex sentences enables children to process more complex instructions by building up their knowledge of the grammatical system and the unspoken rules that govern it. It also helps children to be able to relate back a new piece of information to something they already know.

What to do

• Gather together some toys, e.g. ★ Big and little ducks (or other favourite toys). ★ Some big and little objects (e.g. cup/chair/bed).
• Give the child an instruction: ★ ‘The duck sitting on the bed is little.’ ★ ‘The duck holding the cup is big.’ ★ ‘The duck standing on the chair is big.’
N.B. You will need ‘big’ and ‘little’ objects as well as ducks because the child may process the last part of the sentence as ‘the bed is little’ rather than ‘the duck is little’.

8.5 Understanding sentences containing ‘either’ and ‘or’

Why is this important?

‘Either’ and ‘or’ constructions are an integral part of making choices or decisions/used frequently in everyday situations (e.g. in school, the teacher may say ‘You can either play with the sand or the water’; at home, mum may
say ‘You can either have milk or juice’). The more this can be emphasised in everyday life, the better.

What to do

• Gather together a selection of toys or pictures.
• Ask the child to point to something, e.g. ★ ‘Point to either teddy or monkey.’ ★ ‘Point to either the slide or the swing.’ ★ ‘Give the cup to either the girl or the boy.’

8.6 Using an increasing range of prepositions: ‘behind’, ‘in front’, ‘next to’ and ‘between’

Why is this important?

Prepositions are used to describe the placement of objects or people. They help children describe the world around them.

What to do

• Place several toys around the room – put them ‘behind’, ‘in front’, ‘next to’ and ‘between’ other things.
• As the child locates a toy, ask: ★ ‘Where is monkey?’
• If the child gets it right, reinforce by repeating back straightaway: ★ ‘Well done! Monkey is next to the lamp!’ and move on to find the next toy.
• If the child doesn’t respond or responds incorrectly, offer a choice, e.g. ★ ‘Is [the] monkey under the cup or behind the cup?’
• If the child is still finding the task difficult, model the correct answer, e.g. ★ Adult – ‘Where’s [the] monkey hiding? He’s hiding behind the cup. Where’s [the] monkey hiding?’ ★ Child – ‘Behind.’ ★ Adult – ‘Well done, behind the cup.’

Curious George . Hide and Seek | PBS KIDS

8.7 Understanding emotions from facial expressions

Why is this important?

Facial expressions are the way we understand how others feel. They communicate essential information to the listener and are a fundamental part of social understanding. Being able to read and describe emotions in
others helps in the development of emotional intelligence.

What to do

• Collect together pictures from catalogues/magazines or photographs of faces showing emotions (e.g. a baby crying, a scared child, a happy clown, a surprised lady).
• Put out the pictures and talk about the different emotions, e.g. ★ ‘Look, the girl is scared. What could she be scared of? Maybe a big dog or a ride at the fair?’
• Demonstrate a ‘scared’ face and ask the child to copy.
• Try this for all four emotions – ‘happy’, ‘sad’, ‘scared’, ‘surprised’.
• Put out the four pictures and ask the child to point to: ★ ‘Who’s surprised?’ ★ ‘Who’s happy?’
• As you share books, talk about how people are feeling and why.

8.8 Understanding question words using stories

Why is this important?

Children need to be able to process a variety of question words in a range of different situations. Questions are a way of finding out what children know/can remember about an activity/event, etc. and also a means of
encouraging reflection and thinking skills.

What to do

• Read a simple story together. Choose favourite books, about animals perhaps, or favourite characters (e.g. ‘Harry and the Bucketful of Dinosaurs’).*
• Ask questions about the story (e.g. for ‘Snow White and the Seven Dwarves’, ask: ★ ‘Where did the dwarves go to work?’ ★ ‘What were the dwarves digging for?’ ★ ‘Why did Snow White go to sleep?’ ★ ‘Who gave Snow White the poisonous apple?’ ★ ‘How did the dwarves feel when Snow White went to sleep?’)
• If the child doesn’t answer or answers inappropriately, try: ★ Offering a choice of answers (e.g. ‘Where did the dwarves go to work? Was it in a shop or down the mine?’). ★ Re-read part of the story where the answer is and then repeat the question.

8.9 Learning to remember and then say five things

Why is this important?

Verbal understanding can be likened to a ‘list’ of things that need to be remembered in order to carry out a task. If, for example, a four- or five-word instruction is given (e.g. ‘Wash doll’s face and hands’), the child has to remember ‘wash’, ‘doll’, ‘face’ and ‘hands’. Auditory memory is also a factor in being able to process longer instructions.

What to do

• Gather together a selection of pictures showing familiar actions. These could be cards or cut out from magazines.
• Place a few of the cards (e.g. six) facedown on the table.
• Choose a card but don’t show it to the child.
• Look at the card and make a sentence about the picture (e.g. card shows ‘cat chasing mouse’ – you say ‘cats like to chase mice’).
• Ask the child ‘Can you remember what I said?’
• If the child responds correctly, show the card and reinforce by repeating the child’s efforts straightaway.
• If it is difficult or only one or two words are recalled (e.g. ‘cats chase mice’), repeat the sentence emphasising the missed words (e.g. ‘cats like to chase mice’).
• Take it in turns to copy each other’s sentence.

8.10 Using superlatives: ‘biggest’ and ‘tallest’

Why is this important?

The superlative is the form of the adjective or adverb that expresses ‘most’. The superlative indicates that something has some feature to a ‘greater’ or ‘lesser’ degree than anything it is being compared with in a given context (e.g. if shown trains of three different lengths – one will be the longest and one will be the shortest). The grammatical marker ‘est’ is used most commonly.

What to do

• Gather together groups of objects (e.g. toys which vary in size). You will need at least three of each object – one small, one medium and one large, e.g. ★ Small, medium and large cups ★ Small, medium and large pencils ★ Small, medium and large dolls
• Put out a set of three items (e.g. the three cups).
• Point to each corresponding cup in turn, saying: ★ ‘This cup is small, this cup is big and this cup is the…’
• Can the child fill in the gap and say ‘biggest’ when you pause?
• Now starting with the biggest cup say: ★ ‘This cup is big, this cup is smaller and this cup is the …’
• Continue with the other sets of items – the pencils can be ‘short’/‘long’, the dolls can be ‘short’/‘tall’, etc.

WellComm 9

Links & Downloads

9.1 Understanding which day comes next

Why is this important?

Knowing the days of the week and the events that occur on particular days helps children learn routines. This is how children learn to understand and describe time beyond what happens every day. It also enables them to accept change when something different happens (e.g. no swimming this Wednesday).

What to do

• Make a chart together. Put the days of the week across the top. It may be helpful to do Monday–Friday in a different colour from Saturday–Sunday.
• Encourage the child to draw a picture of something he/she does each day (e.g. swimming, PE, assembly, music).
• Talk about the activities in relation to the days of the week, e.g. ★ Adult: ‘On Monday you go swimming, and the day after Monday is …?’ ★ Pause to see if the child can fill in the missing day. Prompt him/her by using his/her pictures (e.g. ‘You do PE on this day’). ★ Child: ‘Tuesday’ and adult repeats: ‘So the day after Monday is …?’

9.2 Understanding passive sentences

Why is this important?

Understanding more complex sentences enables children to process more complex instructions and prepares them for using sophisticated structures which convey subtle differences in meaning. The passive voice is often quite
challenging in terms of children’s grammatical development because they cannot rely on word order.

What to do

• Gather together some toys and everyday objects, e.g. ★ Two favourite dolls such as Batman, Barbie, Bob the Builder. ★ Cup, play food, sponge, brush, car, ball.
• Ask the child to listen to the instruction and then do the action, e.g. ★ ‘Batman is fed a banana by Spiderman.’
★ ‘The car is washed by Bob the Builder.’ ★ ‘Barbie’s hair is brushed by Dora

9.3 Identifying an increasing range of emotions and feelings in ourselves and others

Why is this important?

Facial expressions convey numerous and complex emotional states and we begin to infer another person’s feelings by watching how they react/feel (from happiness, sadness, anxiety, etc.). They are an important part of emotional intelligence and link closely to being able to make inferences.

What to do

• In pairs or a small group, act out scenarios by allocating roles: a scene in a shop perhaps – a long queue, an annoyed customer, etc.
• Encourage children to work out feelings from gestures, tone of voice, body language and facial expression.
• Use illustrated stories or composite pictures: look at the scene and then work out the feelings of the characters (e.g. a messy bedroom discovered by Mum! ‘Look at her face, how does she feel?’).

9.4 Beginning to understand idioms

Why is this important?

An idiom is a phrase where the words, when put together, have a meaning which is different from that of the words when used individually (e.g. ‘Pull your socks up’ has nothing to do with the action of pulling or socks). This
makes idioms tricky to understand and learn, but there are lots of them in the English language.

What to do

• Compile a list of idioms/phrases/sayings that are used on a regular basis, e.g. ★ ‘On the other hand.’ ★ ‘Don’t cry over spilt milk.’ ★ ‘Raining cats and dogs.’ ★ ‘Pulling your leg.’ ★ ‘A piece of cake.’ ★ ‘Feeling under the weather.’
• Choose one idiom at a time and write down two or three alternatives to the meaning (e.g. for ‘Pull your socks up’):
★ Make sure your socks are always tidy. ★ Try harder. ★ Put your socks away tidily.
• Ask the child to say what he/she thinks the idiom means. Talk through the options. Put the idiom in a scenario. For example, a girl is doing her numbers in school. The teacher knows she is good at number work and says ‘Come on Emily, pull your socks up and then you can go out to play’.
• Work through various idioms and try to use examples in everyday conversation which illustrate how idioms are used and what they mean. If you hear someone use an idiom, comment on it and explain the meaning.

List Of Idioms - Keep For Activity 9.9

9.5 Predicting what might happen next

Why is this important?

Children need to learn to predict in order to problem-solve and decide what, in all probability, is going to happen next. This involves analysing and synthesising information.

What to do

• Read a story together. This might be a fairy story, a book from the library, school reading book or story in a child’s magazine.
• Read a few pages to introduce the characters.
• At key places, stop and before you turn the page, ask: ‘What do you think might happen next?’
• The child may need more guidance and more direct questions (e.g. when reading ‘Goldilocks and the Three Bears’, you could ask ‘Whose house do you think she will find?’ After she’s eaten the porridge, ask ‘What’s Goldilocks going to do now?’ and when the bears come home, ask ‘What do you think the bears are going to find?’).
• In the ‘Oxford Reading Tree*’ stories, there is often something ‘funny’ that happens on the last page. Stop before this page to ask the child what he/she thinks might happen at the end.

9.6 Understanding periods of time

Why is this important?

Understanding milestones of time (e.g. days of the week, months of the year, seasons) provides structure and routine and helps children analyse what is a complex concept.

What to do

• Start with the days of the week: there are rhymes and songs to help remember the days.
• Make a chart putting the days at the top.
• Talk about what happens on the different days. Use the school-day and children’s home-life experiences to pinpoint key events (e.g. there may be PE on a Monday, music on a Thursday, etc. At home there may be swimming
on a Tuesday and a visit to Grandma on Sunday).
• Talk about Monday–Friday being ‘school’ days and Saturday–Sunday as ‘home’ days.
• Use an arrow to point to what day it is and talk about key things that happened yesterday and events that are going to happen tomorrow.
• Use photographs of the child engaging in activities to help him/her remember.

9.7 Remembering more and more information

Why is this important?

Children need to be able to remember increasingly longer and more complicated information. This develops their memory skills which is important for language.

What to do

• Shopping games (e.g. ‘I went to the shops and bought …’) and variations of this, such as packing for a holiday, are ideal opportunities for remembering increasing amounts of information!
• Assemble a small group of children.
• You start the game by saying ‘I went to the shop and bought a banana’.
• The next child repeats what you said and then adds another item (e.g. ‘I went to the shop and bought a banana and some biscuits’).
• Then the next child repeats the sentence and adds another item – and so on until you think it’s time to stop!

9.8 Using category names and explaining the differences between things in the same category/finding the odd one out

Why is this important?

As language skills develop, children learn to be able to identify and explain increasingly more subtle differences between things.

What to do

• Gather together some pictures/objects from a variety of categories (e.g.clothes, food, toys, furniture, transport, animals).
• Choose three pictures/objects from the same category (e.g. three animals). Two of the animals must have something in common and one must be different (e.g. horse, cow, fish).
• Put out these three pictures. Ask which group all the pictures belong to. If this is difficult, offer a choice ‘Are these clothes or animals?’
• Ask which two pictures go together best (e.g. horse and cow).
• Ask why: there could be several reasons (e.g. four legs, farm animals, live in fields).
• Ask what’s different about the other animal (e.g. fish).

9.9 Making inferences using idioms

Why is this important?

Inferencing is a key strand in the development of language understanding. Idioms are a more advanced form of non-literal abstract language processing. Linking them together increases the complexity of linguistic understanding required. However, without understanding this level of language complexity, children find it difficult to get beyond the literal interpretation.

What to do

• On an individual basis or in pairs, act out a little story from pictures (e.g. missing the bus, dropping the eggs out of the shopping basket – how do people feel?).
• Use a picture which includes inference and idiom (e.g. ‘Farida is in bed – how does she feel?’, ‘Farida has a frog in her throat. Is it true that Farida has a frog in her throat?’).
• If the child says ‘yes’ discuss what the idiom actually means.
• If the child says ‘no’, ask ‘So why is Farida saying this?’

9.10 Talking about things that are going to happen (the future tense)

Why is this important?

Children need to be able to explain routines and events that they know will happen, either soon or over a longer timescale. They also need to be able to predict circumstances and events that might happen. For any or all of these, the future tense is important.

What to do

• Gather together some food items and play a shopping game together.
• Give the child a list of items (in picture format) that he/she needs to buy from the shop. Ask: ★ ‘What are you going to buy from the shop?’
• Expect the child to use the lead in phrase …★ ‘I’m going to buy …’
• Encourage the child to remember the items he/she needs and ask the shopkeeper (adult) for it.
• Repeat the sequence until the child has collected all the items on the ‘list’.

Links & Downloads

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WellComm - Speech and Language
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