Guidelines for teachers for early language

development
The following document includes guidelines for early language development practitioners,
working in kindergartens. They result from the collaboration of schools involved in the project,
‘From Zero We Start’. Let’s start with the birth. The guidelines aim to encourage early language
development and help practitioners recognise delays and impairments in order to make referrals
to professionals.

From Zero We Start is a three year strategic Erasmus + project involving three organisations
from two European countries, Slovenia and Great Britain. The project is coordinated by the
Ljubljana School for the Deaf and the partner organisations, Kindergarten Ledina and Paddock
School, a school for children with severe learning difficulties and Autistic Spectrum Disorders.
This project is unique as it focuses on children under the age of three. They will review research
on early language development in order to create guidelines for parents and practitioners and a

questionnaire to support early language development. The project aims to highlight the
importance of early language development and how to detect delays, with the view to generate
recommendations for policy makers.

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Language and Speech
Language and speech are closely linked but it is importance to be aware of the distinction.
Language is an agreed system of rules by which we communicate, which involves both
expressive and receptive language, and verbal and nonverbal communication, including symbols,
sign and speech. When the language is expressed by spoken words or vocalisations, consisting of
strings of sounds, it becomes speech. An example of this distinction is:
A child may not produce speech but they may still have good receptive language skills and
therefore understand what another person is saying. Therefore, the child has a command of
language but not speech.
Another child may read text or imitate sounds and words but may not actually understand the
language. Therefore, the child is able to produce speech but may not understand language. The

Importance of Early Language Development

Research into language development highlights the importance of the ‘pre-school’ period. Sgerm
(2004: 12) states that what is missed during this time is virtually impossible to catch up on or can
only be overcome with effective and appropriate intervention.
The child first produces speech by imitating adults; therefore adults are essential language
models. Dr Ranko Rajovic’s book, ‘The IQ of the Child is the Parents’ Concern’ highlights that
language is the most complex mental process that is acquired from birth to three years. During
this phase, neurons are created and strengthened rapidly. There are different key periods of
development for different brain areas. Studies suggest that for speech and logic, the first four
years shows the fastest development of neurons. Consequently, Dr Ranko Ranjovic says that due
to the increased time spent playing on computer games, children are becoming more passive.
Whereas, children that play social games, develop greater communication skills, relationships
with others and build new and stronger connections in the brain – thereby will be more likely to
develop speech and enriched vocabulary.

The Development of Language and Speech in Kindergarten

The teacher plays an important role in promoting language development in pre-school children.
Children develop their linguistic competence by listening, asking questions, engaging in debates
and interpreting responses they receive from others. Education in kindergarten is largely
facilitated by talk in the classroom (through discussions, skilled questioning, stories, role play,
songs and simple explanations). In the Slovenian National Curriculum, language is not taught as
a discrete subject, instead it is embedded within all areas of learning such as meal times,
playtimes and other curricular activities (Umek, 2006).
It is essential that all teachers understand typical language acquisition and the different
milestones within this. In knowing this, professionals can then identify language delay and
initiate early intervention strategies.
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Milestones in Language Development
Marjanovic-Umek (1990) outlines these milestones. A typically developing child is born with the
ability to differentiate sounds according to intensity, frequency, speed and direction of sound as
well as sounds of different spoken languages. Subsequently, by two weeks, the baby is able to
discriminate sounds such as human voices and other sounds e.g. whistling, rattling. Then at two
months a baby can distinguish between different emotions expressed in the human voice.
Evidence suggests at four months they are then able to distinguish between male and female
voices and at six months they respond to tone and rhythm.
In the first few weeks of life, the only sound a child makes is to cry. Many parents believe they
are able to identify why the baby is crying, through the sounds they make, the broader context in
cry which the cry arises and any additional factors, for example, hunger, fatigue etc.
Typically, at the beginning of the second month, a baby will begin to coo. Cooing is comprised
of vowel like sounds to express contentment and joy. At six months, a baby begins to babble
which is when they articulate sounds containing consonants but do not yet produce recognisable
words. Babbling is the foundation of speech.

Typically developing children produce their first word between eight and fifteen months. The
first word is made when sounds are combined to produce meaningful speech. Even before
producing the word, the child will have started to develop an understanding of what the word
means. The child’s speech develops exponentially: from the age of three the child uses 500 new
words every year. The first 50 words children use follow a similar theme, about things in their
immediate environment, e.g. clothes, vehicles, food etc. E. Clark (1990) found that children use
the same words in early speech as they did 50 years previously (Ibid, 1990). Albeit a child’s first
word is unique to the individual.

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Between eighteen and twenty months, a typically developing child will begin to generate two
word utterances consisting of nouns and verbs. For example, “Mom, look” and “Look, duck” and
not “ Mom, look, a duck!” (Ibid, 1990). After the second year, children begin to produce
interrogative, negative and then complex sentences. By three years, typically developing children
have mastered the basics of communication and speech. Ljubica Marjanovic Umek (1990: 29-
31) outlines the milestones of language development, as shown in the table below.

Age Expressive (speech/vocalisations) Receptive (understanding) and

language responsive language
1 month Cries a lot, squeaks and produces some
vowels.
3 months Makes different crying sounds according
to his needs (hungry, tired, upset etc).
Makes repetitive sounds, e.g. ba/ba.
5 months Produces a greater range of sounds,
back sounds (k, g) and front sounds b
and p
7 months Babbles with rhythm and produces a
greater range of sounds, including, d, t,
n and v. Makes vocalisations directed at
toys.
9 months Vocalises to gain attention. Uses
consonant-vowel productions (ba/ba) in
vocal play.
11 months Uses at least 1 word correctly. Imitates
sounds. Cries less. Uses syllables in
vocalisations.
1 to 2 years Produces more speech and a greater
range of vocalisations but yet not
intelligible. Imitates vocalisations/words
made by others (echolalia).
2 to 3 years 50% to 57% of words produced are not
intelligible. Often omits syllables in
words.
3 to 4 years Language is 100 % intelligible. Often
speech sounds, e.g. ‘l’ and ‘r’ are
confused. Uses 3 to 4 word sentences.
Few use plurals.
Smiles, reflex responses to loud/sudden
sounds.
Responds to adult language, through
movements/vocalisations.
Uses eye gaze to track familiar voices.
Makes vocalisations to express need.
Uses gesture alongside vocalisations (e.g.
hand movements, pointing etc).
Consistently responds to surroundings.
Aware of strangers and may cry. Imitates
simple actions (waving/clapping).
Responds to greetings (‘bye’) with
gesture. Understands ‘no’.
Understands 150-300 words. Follows
basic instructions (e.g. ‘sit down’).
Understands 800 to 1000 words. Follows
basis instructions regarding position (e.g.
on, under, in)
Recognises plurals, gender, adjectives
and understands complex sentences.

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Fekonja Peklaj, U.,Bergant, T. and Baumgartner, N. (2014) emphasise the importance of
communication between parents and children during everyday activities in order to promote the
development of speech. Conversations encourage language development by using a range of
vocabulary, the use of open questions and the adult picking up on and developing the themes
initiated by the children. It is important to model language through the use of adult vocabulary,
with complete and grammatically correct sentences. Activities to support language development
include, reading stories to the children, symbolic play, role play, songs, attending puppet shows,
visits to the library etc.

Marjanovic Umek (1990: 18) outlines two different models of interaction between babies and
adults: interchanging and simultaneous speech. Interchanging speech is when there is a dialogue
between the adult and child. Taking turns to talk and listen. Simultaneous speech on the other
hand is when the adult and the child speak at the same time.
Adams (2008:48) suggests that although children inundate adults with questions, it is important
that adults answer these questions carefully. Adams (2008: 44) makes some suggestions on how
to enhance language development.
If a child asks for specific item, the object needs to be named regularly and consistently.
Descriptive words such as happy, sad, bright, dark should be modelled regularly and in context.
The child should demonstrate understanding of the word e.g. making the room dark when using
the word dark or smiling when talking about being happy.
Descriptions of the new word should be clear and in child friendly language.
Create exciting opportunities to use the new vocabulary in the correct context.
Opportunities to introduce new vocabulary should begin by talking about familiar, securely
learnt words and extending their understanding through more detailed discussion.
If a child uses a word in the wrong context, this can be corrected by modelling the specific word
in the correct context.
A should be encouraged to retell stories and familiar events and then formulate questions about
the details.
Živa Ribičič (2014) has examined speech in adults to understand the importance of speech in
children. Adults such as, teachers, parents or carers who model language, are important in the
development of speech in children. Ribicic (2014) suggest the following guidelines.
 Sentences should be simple and short, comprised of two or three words.
 Words should be relevant to the child in their immediate environment with the gradual
transition from concrete to abstract concepts.
 Adults should speak with clear pronunciation.
 Adults should speak loudly but not shout.
 Adults should enrich children’s lives with discussions about a range of topics in the
world around them.
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  Pauses should be used between sentences when adults talk.
 Choosing an appropriate text according to age, reading level and motivation. The most
important word within the text should be emphasised and the child should be given time
to process. Regular repitiion of words phrases and sentences will support the children to
understand and adopt grammatical rules. This will give the child a sense of confidence
when using speech to communicate.

 Children learn through imitating adults. Don’t say, “Now it’s time to talk”. As children
will then rely on this prompt and conversation won’t flow naturally.
 Talk about interesting topics, modify the tone and use facial expression to make talk
more exciting.
 Slightly slow down your speech to allow young children to understand what you are
saying.
 Reduce background noise to allow speech to be clear. Although adults are able to process
language in louder environments, a baby does not have these skills. Too much television
and other background noise may lead to a delay in speech and language.
 Most importantly, we need to talk directly to the child and actively approach children
with talk.

Even though these recommendations are useful for communication in kindergarten, we must
consider the natural context of kindergartens. Above all, we must realize that professionals in
kindergartens communicate with groups of children and not individuals. There are fewer
opportunities to communicate directly with individual children so we must ensure we make time
for these moments.
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We know that children progress at their own pace and the majority of these develop quickly and
successfully. Speech develops gradually. It begins at birth with the most intense period in
thepreschool years and continues to develop until nine and beyond.

When speech in developing, problems may occur, such as, stuttering etc. Some speech
impairments will naturally correct over time, others need interventions from a Speech and
Language Therapist.

When educators in kindergarten (teachers, special educators, counselors) detect impairments in

the child's language development, is very important they work in collaboration with the parents
and an intervention is planned to be carried out both at home and school. Early diagnosis is
essential e.g. problems with forming simple sentences and limited vocabulary. Experts can
collaborate to ensure that interventions are put in place.

Closure
This paper has summarized the importance of speech in the early years. It has set out guidelines
to help encourage speech in typically developing children in the earliest period when most
Slovenian children are in pre-school. Talk should be promoted throughout the day in many
activities and should be enjoyed and encouraged.

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Literature
• Ivic I. Novak, J., Atanacković, M. (2004). Developer Steps - overview of the basic features of
child development from birth to seven years. Ljubljana: Institute for Personality Psychology
• The curriculum for kindergartens (1999). Ministry of Education and Sport; The National
Education Institute
• Adams, K. (2008). Bring out the genius in your child: Fun activities for young people
exercising the brain from birth to 11 years. Monfalcone, taught International.
• Marjanovic Umek, L. (1990). Thinking and speaking preschool children. Ljubljana, DZS.
• Marjanovic Umek, L., Kranjc, S., Fekonja U. (2006). Children's speech development and
learning. Domžale: IZOLIT.
• Omerza, Z. (1972). Speech errors, Ljubljana, DZS.
• Žnidarič, D. (1993). Your child's speech. Ljubljana, RSS.
• Jančar I. and I. Lenart, Nursery Lithium: The development of speech of the child in the
preschool period (http://www.vrtec-litija.si/wp-content/uploads/2012/12/Razvoj-govora-otroka-
v-pred%C5%A1olsekm-obdobju.pdf)
• Nemec B., Kranjc M. (2011). Development and learning of a preschool child, Handbook for
module development and learning of a preschool child in the Early Childhood Education
program, Grafenauer publisher, Ltd.
• Sgerm, D. (2004). I listen, I hear pronounce. Maribor: samozaložba.
• Ribičič, Ž. (2014). The most important language teachers, parents or a dozen tips that you
should know before the birth of your baby, Mama magazine, no. 196, p. 20-22.
• http: /www.vrtec-cerknica.si/2013/01/09razvoj speech-to-preschool-period /
• Markič, K. (2006). The role and support of educators in children with speech difficulties:
Thesis. Ljubljana.
•Instructions to the curriculum for kindergarten programs with adapted implementation and
additional professional assistance for children with special needs, 2003. Retrieved 12. 3. 2011,
http://www.mss.gov.si/fileadmin/mss.gov.si/ pageuploads / area / nursery / pdf /
kurikulum_navodila.pdf

"This project is funded by the European Commission. This publication is the sole responsibility of the
author and in no way represents the views of the European Commission.

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