Creative Language and LiteracyTalking, listening, viewing and music
Foster language through play and meaningful interactions, respecting home languages and building bridges to school.
Introduction
Language and literacy are often thought of as just reading and writing but in the early years they are so much more. Educational research outlines that literacy includes talking listening viewing and even music. It is about how children communicate their needs and understand the world. The Early Years Learning Framework highlights that active listening and oral language are the foundations for all future literacy learning. When we respect the language a child brings from home we build a bridge between their family life and their learning environment. This page looks at how we can foster these skills through play and meaningful interactions rather than rote drills.
Theories and Perspectives
The development of language is strongly supported by the social interactionist theory of Vygotsky. He believed that children learn language by interacting with more knowledgeable others like parents and teachers. This means that our role is to be active partners in conversation not just directors. We also consider the four distinct skills of speech listening reading and writing. Howard and Mayesky (2022) remind us that these develop at different rates for every child and we must support them individually using a whole language approach.
Resources and Materials
To support literacy you need a print rich environment with labels signs and charts at eye level. A dedicated book corner with comfortable cushions and a variety of texts is essential. Writing materials like paper and crayons should be available in all play areas so children can practice mark making during dramatic play. Puppets are another fantastic resource as they encourage shy children to speak. A word jar or box can be used to collect interesting new words that the children discover.
Print-Rich Environment
- Labels, signs and charts at eye level
- Word jars and vocabulary displays
- Visual timetables and storyboards
Book Corner
- Board books, picture books, simple nonfiction
- Comfortable cushions and soft lighting
- Audio station for listening to stories
Writing & Speaking Props
- Paper, crayons, clipboards in play areas
- Puppets to encourage shy speakers
- Message centre for notes and signs
Age-Appropriate Learning Experiences
0 - 2 Years (Interactive Reading & Rhythm)
Reading with Babies
Reading with infants should be an interactive experience using sturdy board books with high contrast pictures or textures. An educator can sit with the infant and point to the pictures while naming them clearly to help with vocabulary development and listening skills. This practice fosters a love of books and early sound discrimination which supports EYLF Outcome 5 where children engage with a range of texts and gain meaning from them.
Howard & Mayesky, 2022, EYLF Outcome 5
Rhyme Time
Babies love the rhythm of language so sitting face to face and reciting a simple nursery rhyme like Round and Round the Garden is very effective. Using actions like tickling their hand to match the words helps them anticipate what comes next. This activity develops auditory processing and bonding which connects directly to EYLF Outcome 5 where children interact verbally and non-verbally with others.
Howard & Mayesky, 2022, EYLF Outcome 5
2 - 3 Years (Movement & Story Props)
Finger Plays
Toddlers enjoy repetition and movement so teaching them a finger play like Two Little Dicky Birds or Open Shut Them is highly engaging. Encouraging them to copy the hand movements while they sing helps with coordination and memory. This connects language with physical movement supporting EYLF Outcome 5 where children use language and representations to share meaning.
Howard & Mayesky, 2022, EYLF Outcome 5
The Story Box
Create a box filled with props from a favourite story like The Very Hungry Caterpillar such as a toy caterpillar and the different foods mentioned in the book. As you tell the story let the children handle the props to support comprehension through tactile objects. This hands-on approach links to EYLF Outcome 5 where children engage with a range of texts.
Howard & Mayesky, 2022, EYLF Outcome 5
3 - 5 Years (Sequencing & Symbols)
Story Mapping
After reading an adventure book like We’re Going on a Bear Hunt ask the children to draw a map of the story. They can draw the grass and the river and the cave in order which encourages emergent reading and sequencing skills. This helps them retell a narrative and understand structure which aligns with EYLF Outcome 5 where children use images and approximations of letters to convey meaning.
Howard & Mayesky, 2022, EYLF Outcome 5
Name Stones
Provide smooth stones and write the letters of the children’s names on them. Encourage the children to find the stones that belong to their name and put them in the right order as a tactile way to recognise letters. This activity helps them recognise their own name and the shapes of letters supporting EYLF Outcome 5 where children recognise patterns and symbols.
Howard & Mayesky, 2022, EYLF Outcome 5
6 - 8 Years (Publishing & Performance)
Class Book Creation
Older children can work together to publish a class book on a shared topic like Our Weekend or If I Were a Superhero. Each child writes and illustrates one page which is then bound together and placed in the library to give them a real audience. Howard and Mayesky (2022) suggest this helps children see themselves as authors which links to the Australian Curriculum for English regarding creating texts.
ACARA English, Howard & Mayesky, 2022
Readers Theatre
Provide a simple script or a favourite book with dialogue and assign roles to the children to practice reading their parts with expression. They do not need to memorise lines but they need to listen to each other to know when to speak. This develops fluency and confidence in speaking which supports the Australian Curriculum for English regarding interacting with others.
ACARA English
ACARA English, Howard & Mayesky, 2022
ACARA English, Wanerman, 2010
See full references on the References page.