Strand four - Communication
Mana Reo

Goals

Children experience an environment where:

• they develop non-verbal communication skills for a range of purposes;
• they develop verbal communication skills for a range of purposes;
• they experience the stories and symbols of their own and other cultures;
• they discover and develop different ways to be creative and expressive.

Language is a vital part of communication. In early childhood, one of the major cultural tasks for children is to develop competence in and understanding of language. Language does not consist only of words, sentences, and stories: it includes the language of images, art, dance, drama, mathematics, movement, rhythm, and music. During these early years, children are learning to communicate their experience in many ways, and they are also learning to interpret the ways in which others communicate and represent experience. They are developing increasing competence in symbolic, abstract, imaginative, and creative thinking. Language grows and develops in meaningful contexts when children have a need to know and a reason to communicate. Adults should understand and encourage both verbal and non-verbal communication styles.

There should be a commitment to the recognition of Māori language – stories, symbols, arts, and crafts – in the programme.

Relationships of the Strand of Communication to the Curriculum Principles

This strand is grounded particularly in the principle of Empowerment. Communication is vital for children to be able to contribute their strengths and interests, to find out what they want to know, and to take increasing responsibility for their own learning and care. Experiences in this strand also help to build Relationships, as children develop the “give and take” of communication and learning and have opportunities to work effectively with others in ways which have an impact on their environment. The ability to communicate increases their enjoyment and involvement with Family and Community, helping them to make sense of, and participate in, the wider
cultural and social world. Communication reinforces the child’s Holistic Development of a concept of self, enhancing their recognition of their spiritual dimension and the contribution of their heritage and environment to their own lives.

Adults’ Responsibilities in Management, Organisation, and Practice

The environment should be rich in signs, symbols, words, numbers, song, dance, drama, and art that take account of and extend the children’s different understandings and cultures.

Adults should recognise children’s non-verbal communication styles, which may include signing. Adults should also monitor their own body language so that they interact appropriately with children, using expressive actions, songs, poems, and dance to aid communication.

Adults should have realistic expectations of children’s language development and help to identify assistance if language delays are observed. Children’s hearing should be monitored and checked regularly, with information readily available for parents on ear infection, treatment, and hearing aids.

There should be plenty of opportunities for one-to-one communication between adults and children. Adults should encourage children to initiate conversation, listen to children attentively, and help develop interaction.

The programme should provide opportunities for children to interact with a range of adults and with other children (of the same and different chronological and developmental ages), particularly for children with special needs.

The use of the Māori language and creative arts in the programme should be encouraged, and staff should be supported in learning the language and in understanding issues relating to being bilingual.

Adults should respect and encourage children’s home language. Policies should be in place to support children for whom English is not the home language and to support those who do not have verbal skills.

Children should have easy access to resources that enable them to express themselves creatively and that help them to develop concepts of mathematics, reading, and writing. These resources include counting and number rhyme books, games that use numbers, such as cards and dominoes, equipment that relates to shape, colour, pattern, and weight, and art and music materials.

Adults should read and tell stories, provide books, and use story times to allow children to exchange and extend ideas, reinforcing developing concepts of, and language for, shape, space, size, and colour as well as imaginative responses.

Children should see adults using print and numbers for creative and meaningful activities, such as following a recipe, sorting objects, following timetables and calendars, and counting out groups.

Programmes should help children learn skills valued in their own cultures, such as oral traditions involving listening, memorising, observation, and story-telling in Māori and Pacific Islands cultures.

Continuity Between Early Childhood Education and School

Children moving from early childhood settings to the early years of school are likely to:

• have language skills for a range of purposes;
• have had considerable experience with books and be rapidly developing secure vocabulary, grammar, and syntax;
• enjoy returning to favourite books and recognising the distinctive characteristics of book language and be ready to consolidate
• concepts about print, such as directionality, how words are made up, and the correspondence between written and spoken words;
• have had opportunities to hear and use Māori;
• have some awareness of other community languages;
• enjoy writing and be keen to play with language and to hear and use new language;
• have some practical concepts about numbers, counting, numerical symbols and applications of numbers, and have used mathematical understandings for everyday purposes, such as sorting, labelling, perceiving patterns, and establishing “fair shares”;
• have developed a repertoire of expressive body movements for communication, especially in dance and drama;
• have developed some techniques for expressing themselves in music, art, crafts, and design;
• enjoy and experience music as an expression of mood, situation, and culture;
• enjoy making music, and be developing a feeling for rhythm, singing, and improvisation.