Early Years Communication

Introduction

In early childhood growth and development, particularly in early kindergarten and primary school, learners are highly likely to forget or miss some aspects of learning, necessitating the continuous provision of education even in the absence of their teachers and parents. Especially, children aged 8 and below, if not constantly reminded of the concepts they learn in school, are likely to miss or long for certain activities encountered in earlier classes. The purpose of early years lesson planning and activities is to ensure that children do not miss memory-jogging activities such as playing with sand, water, role-play, small world, brick-play and other similar activities (Foundationyears.org.uk, 2016).

The purpose of this continuous provision plan for early year foundation stages was

The initial and most basic forms of communication for infants are looks, smiles, gestures and talking. In particular, familiar voices, items and gestures are ideal for communication in early childhood education and development (Foundationyears.org.uk, 2016). In line with the provisions of the Early Years Foundation Stage, the three aspects of communication and language considered in the plan were listening and attention, understanding and speaking. To achieve listening and attention objectives, the plan emphasized positive relationships among children and with their adult-facilitators through activities such as eye contact, verbal and non-verbal communications. A lot of attention was also attached on the need for learners to take part and start communication with their peers. Listening was also made a key concern and can be developed through watching, imitation, chatting in rhymes, stories and sound- or word-games (Foundationyears.org.uk,