Oxford University Press
5 Early Childhood Settings and Oral
Language Learning
and Development
Chapter objectives
This chapter will increase your understanding of:
• important principles of language teaching, learning and development in early childhood education
• the dierent settings in which young children’s learning and development occurs
• general approaches to children’s language development and learning.
This chapter provides you with an understanding of the features inherent in each of the dierent early
childhood settings, namely the home, childcare, preschool and school, and how children’s oral language
development can be supported within each. In addition, we present a number of important principles for
early childhood language learning and development in general. These principles should guide you in the
general design of language experiences that correspond to how young children learn.
Key terms
early childhood settings
language environment
learning environment
learning experiences
play spaces
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Language Teaching and Learning Principles
In early childhood, learning occurs best when:
• Children have a sense of wellbeing, belonging and security, and when positive relationships with
others are nurtured.
• The significant adults in children’s lives (parents and educators) hold positive expectations for their
learning and development.
• The childcare, preschool and early years of school learning environments are set up to make links
to the children’s cultural backgrounds and family experiences.
• Learning experiences accommodate children’s interests and backgrounds.
• Learning experiences satisfy children’s natural curiosity and tendency towards activity and social
participation in the world around them.
• The design of learning programs takes into account the varying rates of learning and development
from child to child and makes provision for each child’s individual needs.
• Learning experiences establish a clear link between children’s prior learning and the new
knowledge and skills that are being taught.
• Experiences cater for the holistic development of children; that is, they support the simultaneous
nurturing of all developmental domains—social, emotional, physical, cognitive, language and creativity.
• Learning programs incorporate play and exploration as the most natural way for young children to
develop new understandings and skills.
• Children are given opportunities to explore and play with a variety of different objects and materials.
• Children are provided with opportunities to engage in activities with others.
• Children are able to make decisions about the activities in which they engage; there should be
scope and variety in the experiences from which they can choose.
• Children receive regular adult encouragement and feedback and their achievements are
acknowledged and valued.
early childhood
settings
The home,
childcare,
preschool and
school: places
where children
learn.
learning
environment
Indoor and outdoor
spaces, materials
and resources,
daily schedules
and routines and
social interactions
designed and
used to support
children’s learning
and development.
Introduction
Early childhood generally refers to the first eight years of a child’s life. These formative years
are critical to the quality of children’s ongoing oral language development and to their literacy
and academic learning, which is itself influenced by their competency in oral language. The
knowledge, skills, behaviours and confidence acquired during early childhood provide the
foundations upon which children will continue to learn and develop.
Early childhood settings include the home, childcare, preschool and school: places
where children learn. It is important for each setting to provide children with consistent models
of good spoken language, regular opportunities for purposeful and enjoyable engagement in
speaking and listening, and positive messages about their oral communication eorts.
Many valuable practices can be employed in supporting and nurturing children’s language.
Decisions about the use of a particular practice should take into account the children’s current
levels of oral language learning, their social and physical development and the speaking and
listening goals of the curriculum. Decisions should also be influenced by what is known about
the ways in which young children’s learning and development is best enhanced. The section
below outlines a set of principles based on what is understood to be important to ensuring the
best opportunity for children’s learning.
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94 Part 1 Young Children, Language and Literacy
Language development and the home setting
The home is the first and most significant setting for children, and parents are children’s first and most
enduring educators. From the moment of birth, parents and other family members influence children’s
speech, language acquisition and learning. Through dierent shared experiences within the family, and
the interaction and spoken language of parents and siblings, a child’s journey towards competency in
oral communication is fostered.
The home is the first and most significant setting for children’s learning.
Pause and reect
Early childhood learning principles
Review the ‘Language teaching and learning principles’ outlined above. Identify three that you feel are
most important and consider the practical applications of each.
The home provides an ideal setting for children’s language learning and development. Verbal
interaction is central to the daily activities and events of family life. Typical family routines such as
meal times, bed time, shopping and so on provide important occasions for language development. The
home also provides children with the people, places, actions and objects to which they can
harness their natural desire to explore and learn. It also presents the individual guidance and
spoken interaction that serve to enhance learning. Otto (2017) highlights the features of the
verbal interactions of the home setting which make it an excellent language environment,
and distinctly more advantageous than classroom settings in supporting children’s language
development. A comparison of home and school language settings is outlined in Table 5.1.
It is important, of course, to realise that there is a good deal of diversity between the
language experiences from one home to another. There is diversity between families in the
language or dialect of English spoken, in the social roles of dierent family members and in
language
environment
The design of
the learning
environment
to foster rich
oral language
experiences in
different contexts.
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Chapter 5 Early Childhood Settings and Oral Language Learning and Development 95
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cultural beliefs and their influence on family communication practices. Early childhood educators need
to be mindful of dierence in children’s experience with language and communication in the home and
of the validity of each child’s experiences and family background.
As well as the family environment, early childhood educators play a vital role in young children’s
language acquisition and growth. The success of these early childhood settings is enhanced when
parents and educators build strong partnerships and work together. This involves:
• open communication between parents/families and educators that involves the sharing of
information. Methods might include questionnaires, a suggestion box, planned and spontaneous
conversations, formal and casual meetings, newsletters, arrival and departure greetings, family
social days or evenings, notes and message boards
• family involvement; for instance, providing input into the daily program or in the day-to-day
running of the program and assisting with excursions or special events
• parent education programs that serve to empower parents to continue to be their children’s first
educators
Table 5.1 Features of children’s verbal interactions in the different settings of the home and classroom

Adapted from Otto, 2017, pp. 52–3
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96 Part 1 Young Children, Language and Literacy
• parent membership in groups of significance to early childhood education and care in
general, or of the actual childcare, preschool or school community (i.e. committees,
councils, task forces and advocacy groups)
• responsiveness to families’ culture, traditional practices, values and language.
Pause and reect
Parents as children’s first educators
Consider the statement, ‘Parents are children’s first educators’, and outline how early childhood
educators can ensure this is reflected in their practices.
For a more
detailed look at
partnerships with
families refer to
Chapter 25.
Language development and the
childcare setting
Childcare is a service that provides care for infants and toddlers (birth to four years) but that may also
provide for the care and education of preschool children (four to five years). Children in childcare are
usually grouped by age, and sta should be involved in the care, teaching and development of each
group. There should be a basic schedule of care and developmental activities for each group that takes
account of the age, interests and needs of the children involved.
Childcare and babies
In childcare, babies are provided with many individual experiences. There should be a focus on developing
secure relationships and fostering rich language experiences. Language development is supported by
a variety of sensory experiences—opportunities to touch, feel, hear, taste and see—as part of their
schedule of care. The carers’ continual and consistent use of language encourages optimal language
learning and development. Some important practices include:
• talking during dierent interactions with babies—when changing their nappies, bathing, feeding and
nursing them and so on
• talking about the materials, objects and events in the immediate vicinity
• ‘verbal mapping’ (Otto, 2017) using simple sentences and repetition of key words; talking about
what is going to happen or what has happened
• providing a balance between opportunities for babies to hear conversation and sound around them,
and quiet times
• language games such as ‘peek-a-boo’
The EYLF emphasises that transitions from home to early childhood settings can
provide challenges for children and that their continuity of learning and sense of
security and confidence is supported when educators respond to and build on from
children’s experiences of family and community.
EYLF
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• asking questions about people and objects that are in the vicinity; e.g. ‘Where is teddy?’ or ‘Who’s
that?’
• talking about toys and objects when babies are playing with them
• simple instructions incorporating the identification of words for familiar objects; e.g. ‘show me your
nose’ and ‘look at the lovely flower’
An important focus in childcare is on developing secure relationships and fostering rich language
experiences.
Childcare and toddlers
As children grow older and become more mobile, they begin to explore their surroundings. This provides
new opportunities for the language learning and development of toddlers in childcare. Language
development should be integrated with that of other areas of development—physical, social, emotional,
cognitive, creative and communicative. Children should be given the opportunity to move
freely from one play space to another and select from the experiences and materials available.
Educators should plan and facilitate the experiences, observe the children at play, mediate when
there is a problem and talk with children as they engage in the various experiences provided.
The routine for toddlers should also include some daily structured time when the children
are directed by the educator in activities that call for them to listen to and to understand
language. Valuable activities during this time include storybook reading, singing, action
rhymes and group conversations.
Speaking and listening is integral to the experiences of the childcare setting. Educators
should speak to the children clearly and frequently, and encourage them to use language
eectively. Some practices for enhancing toddlers’ language learning and development in
childcare include:
• exploratory activities that invite creative, ‘hands-on’ interaction with a variety of materials, that
allow for ‘trial and error’ learning and that encourage expressive (productive) and receptive
language use
• indoor and outdoor play experiences that involve access to dierent objects and materials, and for
the educator to use these opportunities to communicate with toddlers
play spaces
Areas in the indoor
and outdoor
environment which
have been set
up for learners
to go to where
they explore the
materials or carry
out an activity.
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98 Part 1 Young Children, Language and Literacy
• adult responses to toddlers’ oral communications that demonstrate the role of language in
communicating meaning
• encouraging toddlers to verbally label play items or drawings
• asking open questions (those that don’t simply require a yes or no answer)
• showing an interest in toddlers as they communicate and praising them for their spoken
communication
• demonstrating conversational practices such as taking turns
• reading stories and talking about the characters, objects and events in a story
• modelling well-structured sentences with enriched vocabulary
• talking about present, past and future events
• providing commentary on events that are part of the daily routine
• engaging toddlers in pretend play (e.g. using toy animals or teddy bears and then creating
conversations between them: pretend conversations on the toy telephone and pretend tea party
with the dolls)
• teaching simple songs and nursery rhymes that incorporate actions or movements
• storytelling using dierent props (puppets, pictures, objects) to highlight meaning.
Language development and the
preschool setting
The preschool provides an educational program for children prior to their first year of formal schooling.
The program should comprise a mixture of structured and unstructured play experiences, incorporating
both educator-initiated experiences and activities, and independent indoor and outdoor play. It should
also include sessions where the educator brings the whole class together for certain activities; typically,
these include roll call, singing, story reading, language games and letter and sound work. Whole class
sessions can also be used as a time to introduce new topics or concepts. For instance, the educator
might conduct a discussion, show pictures, read an informational text or carry out a role-play as a way
of teaching or reinforcing learning.
The preschool environment should include a wide range of interesting equipment and materials that
can be manipulated and explored. There should be dierent play spaces which can be easily accessed
by children and where opportunities to use language for dierent purposes abound.
The provision of ‘real’ experiences such as growing plants, cooking, making things and craftwork
that are enriched with oral language are significant to children’s language development in preschool.
Experiences with a wide range and type of books and other written texts are also important.
The EYLF emphasises the need for early childhood settings to build on the range of
EYLF experiences with language that children have within their families and communities.
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Some general practices for enhancing preschool children’s language include:
• oral interactions between educators and individual children or groups of children during play and
other child-centred classroom activities
• talking that introduces new vocabulary and grammatical structures to children
• the use of a clear, fluent voice and appropriate intonation as well as good listening practices when
talking with children
• responses that focus on the intent rather than the grammatical or word choice errors of children’s
talk
• the use of open-ended questions that extend children’s use of language
• the introduction, demonstration and reinforcement of social courtesies and appropriate speaking
behaviour; e.g. turn-taking, listening politely
• encouragement of children’s talk during structured group activities
• regular participation in children’s play and use of these opportunities to support children’s language
development
• use of daily routines and activity transitions to support language learning and development.
Children’s language is fostered through a variety of structured and unstructured play experiences.
Pause and reect
Practices to enhance oral language
Think about other general practices for enhancing preschool children’s oral language (speaking and
listening).
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100 Part 1 Young Children, Language and Literacy
The preschool environment
The preschool environment comprises various aspects of the early childhood education setting. This
includes areas for play and learning activities, materials and resources, daily schedules, transitions and
routines, as well as the actual teaching and learning programs and activities. Decisions about the design
of environmental elements should take into account the need to support and nurture children’s language
development and learning. Environments should stimulate both the quality and the amount of growth in
language (Zangl, 2014). Following is a description of dierent environmental features in relation to how
they support children’s oral language and learning development.
The physical arrangement of the classroom
The delineation of play and activity areas and the arrangement of furniture should lend itself to talk
among children. It should oer opportunities for children to work in both large and small groups as
well as with partners and individually. Activity areas need to be set up in a way that minimises children
distracting each other. A number of simultaneous talk events should be possible without giving rise to
distractions.
Materials and resources
Language materials include objects and items (for example, blocks and construction equipment, magnets
and magnetic and non-magnetic items, dierent sized containers of sand and water, dierent textured
fabric and paper) that can be explored by children and that can be used for cooperative investigations
around a range of topics and concepts. They should be age appropriate and of a quantity that is sucient
for the number of children who will need to use them.
Learning and teaching programs
Programs outline learning and development outcomes and the experiences, activities and resources
to be used in achieving them. They should be designed with regard for the language capabilities of the
children for whom they are written and in a way that integrates language use into the dierent learning
and development goals.
Daily schedules
Schedules should be constructed to include a range of activities and experiences and should indicate the
times at which they will be available for children each day. They should show who will do what and when
they will do it. Schedules should ensure that adequate blocks of time are made available for children to
interact with materials, other children and educators and for dierent integrated learning activities. They
should provide for a balance between large and small group work and pair and individual activities and
should take account of the time required for children to complete activities for depth of learning. Longer
periods of time are often needed for activities where social interaction is a feature and can lead to higher
levels of cognitive engagement. Schedules need to show times for children to engage in language-based
activities. There should be planned and systematic opportunities for consistent peer interaction.
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Transitions
Transitions refer to the methods by which changeover from one activity to another is implemented. They
are usually simple and brief and are used to regulate the day and facilitate smooth changeovers. Simple
language activities can be used during transitions. Songs and rhymes, finger plays, word games and
guessing games can assist with smooth and eective transitions while also supporting language learning
and development.
Daily routines
Routines in early childhood settings are activities that occur on a regular basis and in a predictable way.
Routine activities include such things as meal (snack and lunch) times, the roll call, story time, arrival
and home times and cleaning-up time. With infants and toddlers, they might include nap time. The
practices should become habitual and familiar to the children and provide them with a sense of security
and comfort. Language should, in some way, be a part of all routine activities. It might be that a routine
activity involves songs or rhymes, language or word games, conversations, or oral instructions given in a
consistent way. For instance, toddlers’ nap time might begin with a story or song, roll call might involve
dierent questions for children to answer, home time might be marked by a story or a conversation
about the day, and meal time might involve conversation and the reinforcement of appropriate social
practices.
Materials for exploration, construction and investigation are central to the preschool environment.
The EYLF highlights music, movement, dance, storytelling, visual arts, media and
EYLF drama, as well as talking, reading and writing as important modes of communication.
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102 Part 1 Young Children, Language and Literacy
The important
component of
‘language and
thinking’ is
addressed fully in
Chapter 8.
learning
experiences
Events that provide
opportunities
for children to
acquire new skills,
knowledge and
understanding
or to consolidate
existing ones.
Language development and the early years of
the primary school setting
During the first few years of primary school, children’s learning is directed towards certain discrete
subjects (curriculum learning areas). These include English and Mathematics, on which there is strong
emphasis, the Arts (music, dance and art), Science, Health and Physical Education, Humanities and
Social Sciences and Information Technology. Lessons should be implemented on the basis of children’s
developmental levels and curriculum statements of required learning. A class program should be
organised so that, for some of the time, separate curriculum learning areas are taught and at other times
an integrated approach is used to achieve curriculum learning outcomes.
English lessons
The English curriculum encompasses reading, writing, listening, speaking and viewing and is
given special attention in the early years of primary school. The use and development of oral
language should be integral to all English teaching and learning experiences but should also be
given special attention through separate, focused speaking and listening lessons.
The emphasis should be on extending children’s ability to communicate eectively for a
growing number of purposes, audiences (people involved) and topics, and attention should be given to
enhancing children’s speaking and listening skills and giving them strategies needed. Lessons should
involve children practising and developing skills, knowledge and understanding of oral language in
authentic oral communication situations and they also should involve explicit skills teaching.
Children’s oral language learning and development should be integral to the learning
experiences of all curriculum areas (for example, Science, History, Mathematics). Children
need to learn to use language in cognitively challenging ways and for a range of academic
purposes; they need to learn to use language to learn. They should be assisted to develop the
language knowledge and the communication practices necessary to meeting the demands of
academic learning. It is important that they be taught the vocabulary of the topics of study
in dierent curriculum learning areas. They need access to the language that allows them to
‘express their thinking, clarify their misunderstandings, or question others’ perception’ (Otto,
2017, p. 306).
There is a variety of practices that educators can implement to support the language learning and
development of children in the early years of primary school, many of which are the same as those of
other early childhood settings. However, in order to facilitate learning they might need to be modified
to the children’s dierent level of development and language learning needs and to the unique features
of the primary school setting. Moreover, to cater for primary school children’s more advanced language
development and the dierent features of the primary school class, other practices also need to be
considered.
In sustaining the oral language learning of children in the early years of primary school, educators
should:
• provide a range of exploratory activities that involve children working together to investigate
materials and objects and to learn new concepts
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Chapter 5 Early Childhood Settings and Oral Language Learning and Development 103
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• provide opportunities for discussions and conversations in a range of academic and social contexts
• support children in dealing with the oral language demands of academic learning situations
• regularly read books to children and engage them in discussions about the books; the books read
should vary in terms of style, genre and complexity of language features
• model new vocabulary and new ways of expressing thoughts and information for social purposes
• ensure the regular use of oral language activities within dierent curriculum learning area lessons
• design particular oral language activities (e.g. news-telling, barrier games, group discussions and
storytelling) as activities to be routinely carried out as part of the weekly timetable of lessons
• vary the composition of groups when carrying out group work
• extend the children’s awareness of, and ability with, the use of the appropriate language registers
for dierent situations; e.g. for giving a presentation on a subject of personal interest to the class,
for recounting a story to a class of younger children, for sharing their personal news with a group
of classmates or for asking questions of a guest speaker
• use group projects that necessitate children to collaborate with each other to explore topics and
concepts and to prepare a presentation that summarises their learning.
Chapter 6 outlines a number of important language learning contexts that should be
characteristic of all early childhood education settings, while Chapter 7 outlines activities
and experiences that, while suitable for supporting children’s oral language learning, should
be adapted to take into account the needs of the learners and the features of the setting.
They should be modified to suit the age, experiences and current skills and knowledge of the
children with whom they will be used.
Language experiences in the early years of school should aim to extend children’s ability to communicate
effectively for a growing range of purposes.
Chapters 6 and
7 describe more
specific learning
experiences and
activities for the
development of
children’s oral
language.
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104 Part 1 Young Children, Language and Literacy
Pause and reect
Language learning practices
What practices for children’s language learning are integral to each of the three settings of childcare,
preschool and the early years of school?
The Australian Curriculum: English emphasises the importance of children (5–8 years)
learning about both the structure and meaning of language at the level of the word, the
sentence and the text as well as the use of language to communicate.
The home is the first and most important setting for children’s learning and development and, when
working with children in other settings, strong family partnership practices should be established.
Children’s learning and development also takes place in childcare, preschool and the early years of
school, and their oral development is strongly influenced by the teaching and learning environment,
which includes the materials, experiences, activities and the people with whom they interact. Each early
childhood setting should be established so that key principles about teaching and learning for young
children are addressed. Additionally, they should incorporate structures and practices that serve the
language development and learning needs of the specific group of children for whom they are catering.
Review questions
1 Why are parent–educator partnerships so important to children’s language learning and
development?
2 How might you establish a learning environment so that it reflects the values of various
cultures and languages?
3 What dierences are there between how the home setting and the school setting serve to foster
children’s oral language?
4 In what ways can educators in a childcare setting foster the language development of babies?
5 What are the dierent environmental features of a preschool setting that can be established to
support children’s oral language development?
Review activities
1 Create a chart that shows the unique features of each of the early childhood settings. Discuss
the similarities and dierences of these three early childhood settings and consider the reasons
for such dierences.
Summary
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Chapter 5 Early Childhood Settings and Oral Language Learning and Development 105
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2 Develop a resource folder that contains ideas for transitions in childcare and preschool that
serve to nurture children’s language development.
3 Observe children as they engage in the daily routines of their educational setting and identify
the opportunities for language learning and development.
Websites
Early Childhood Australia: <www.earlychildhoodaustralia.org.au>
Early Childhood Australia (ECA) is the country’s peak early childhood advocacy organisation. It acts in the
interest of young children aged from birth to eight years of age, their families and early childhood professionals.
The ECA website provides a range of high-quality information relevant to the work of early childhood
educators. It identifies and promotes best practice and supports high quality in early childhood education
and care.
Australian Children’s Education and Care Quality Authority: <www.acecqa.gov.au>
The Australian Children’s Education and Care Quality Authority (ACECQA) is an Australian authority providing
guidance in the implementation of the National Quality Framework for Early Childhood Education and Care. It
provides information in relation to the National Quality Framework so that it is understood, that education and
care service across Australia represents best practice, and so that sound outcomes in children’s education and
care are achieved.
Child Inclusive Learning and Development Australia (Child Australia): <www.childaustralia.org.au>
Child Australia provides support for early childhood professionals in educating and caring for young children
and in ensuring inclusive practices. The website provides a range of information and resources that serves to
increase educators’ knowledge, skills and confidence in the area.
Secretariat of National Aboriginal and Islander Child Care (SNAICC): <www.snaicc.org.au>
The Secretariat of National Aboriginal and Islander Child Care (SNAICC) is the national non-government peak
body in Australia representing the interests of Aboriginal and Torres Strait Islander children and families. The
SNAICC website provides a wide range of information to support educators in serving the needs of Aboriginal
and Torres Strait Islander communities, families and children and in the design, management and delivery of
early childhood education and care services for Aboriginal and Torres Strait Islander children.
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