All early years practitioners know that speech and language development is a crucial part of a child’s early years. It is the basis for communication, understanding the world, and social interaction, and all other forms of learning depend on the child’s ability to communicate using some form of speech and language.
Children begin learning language in the womb, where they develop a preference for the rhythms and melody of the speech they hear most often, (usually the voice of their mother and her language). After birth, this preference continues as the child hears the language more, and becomes aware that speech is being directed at them. Parents and carers therefore have a fundamental role in helping the child develop language skills.
Early years practitioners also play a vital role and this article explores why speech and language development matters, the factors that can affect it, and offers practical strategies to support all children, including those with special educational needs and disabilities (SEND).
Why speech and language development matters in early years
The acquisition of language is central to a child’s ability to express themselves, interact with others and the world around them. There are many different languages in the world including non-verbal ones like British Sign Language (BSL) and Makaton, but speaking your native language is still the main communication method used by most people.
Strong speech and language skills are linked to:
- Cognitive development – language supports thinking, problem-solving, and literacy skills
- Social and emotional well-being – effective communication helps children build relationships, express and regulate their emotions
- Future learning and academic success – children with well-developed language skills are more likely to succeed in reading, writing, and overall academic attainment
Delays in speech and language development are caused by different factors including genetics, trauma or physical conditions, and often lead to difficulties in learning and social interaction. Therefore, early intervention is crucial to ensuring all children reach their full potential and are not held back through a lack of language.
Factors affecting speech and language development
Several factors can influence a child’s speech and language development, including:
- Home environment – a language-rich environment where parents/carers interact often and directly with their children using conversations, books and songs supports their development of language and vocabulary
- Opportunities for interaction – children learn their first language best through back-and-forth interactions with adults and peers
- Hearing and health issues – hearing impairments or frequent ear infections can delay speech development
- SEND – children with conditions such as autism, developmental delays, FASD or speech disorders may have delays to their speech and language development leaving struggling to keep up with their peers
- Trauma and adverse experiences – stressful or traumatic experiences can impact a child’s ability to communicate and process language effectively and they may become mute as a result of trauma
How to support speech and language development in your setting
We’ve already said that early years practitioners can play a key role in encouraging speech and language skills through simple, yet effective techniques. Here are some of the ways that you can do this in your setting.
1. Create a language-rich environment
Take every opportunity to talk to children throughout the day, describing what you and they see and do. For example, “We’re putting our shoes on and then we’ll put on our coats? Or, “Please pass me that big, blue book – the one with the picture of a whale on the front?” Use open-ended questions to encourage conversations between you and the children and between themselves. You can also use visual prompts, such as pictures, symbols, and word labels, to help them understand the meaning of new words.
2. Encourage interactive play and storytelling
Storytelling and role-play are great for developing language skills. The traditional storytime where practitioners read books to children is great, but think also about using role-play, sensory support, puppets, and interactivity to develop vocabulary and narrative skills. When telling a story, stop and ask questions about the characters, or what might happen next. Encourage the children to tell their own stories or add new ideas to the ones you read.
3. Sing and use music
Singing nursery rhymes and simple songs helps to develop language and vocabulary as well as rhythm and co-ordination so build this into your setting’s daily structure. You can also use songs to help with transitions such as when putting things away or waiting for lunch. Encourage children to sing together and use actions to help with understanding too.
4. Expand and model language
Modelling language is one of the best ways that children can learn because they are always listening and copying what they hear. When a child speaks, build on what they say by adding new words and details. For example, if a child points to a passing car and says “car,” respond with “Yes, that red car is driving fast.” Make sure you model correct sentence structure rather than directly correcting mistakes, which can make children feel that they have done something wrong and give up.
5. Support children with SEND
Children with SEND will often need additional input from you and your team to help develop their language skills. Use visual aids such as Makaton signs, Picture Exchange Communication Systems (PECS), or visual timetables and use simple language to start with, building up to more complex sentences. Remember to allow extra processing time and reduce background noises to help SEND children focus on spoken language. You may have need to use alternative communication methods, such as gesture-based language systems (BSL for example), or other technological devices
Remember too that some children who have experienced major trauma may struggle with verbal expression completely or become selectively mute. Create a calm, predictable environment where they can feel safe to express themselves and use non-verbal communication, such as gestures or visual supports, to reduce the pressure for them to respond verbally until they are ready.
Identifying children who may need extra support
Early years practitioners should be aware of signs that suggest a child may need additional support with speech and language, including:
- Limited vocabulary or difficulty forming sentences for their age
- Struggling to follow instructions or understand questions
- Frustration or withdrawal due to communication difficulties
- Persistent stammering or unclear speech beyond what is expected at their age
If you suspect that a child may be delayed in their speech and language, work closely with their parents/carers and any speech and language therapists or other professionals to ensure that appropriate interventions are put in place.
Speech and language development is a fundamental aspect of early childhood, shaping a child’s ability to learn, socialise, and express themselves. By understanding and recognising the importance this, you can help every child develop the communication skills they need for a successful future.
