Ordinarily Available Inclusive Provision

Expressive language in the early years

What is expressive language?

Using language is expressive language. This is the ‘output’ of language, the ability to express your wants and needs through verbal or nonverbal communication. It is the ability to put thoughts into words and sentences in a way that makes sense and is grammatically correct.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    • Limited vocabulary compared to peers.
    • May not communicate needs and wants.
    • Difficulty understanding sentences.
    • Difficulties following everyday routines.
    • May not ask for help or support from an adult when needed.
    • Disorganised word order and sentence structure, may miss out words, irregular grammar and tenses, for example, ‘me falled’.
    • Difficulty recounting something that has happened.
    • Difficulties expressing ideas and feelings.
    • Unable to make and sustain friendships with peers, key person or practitioners.
    • Finds it difficult to participate in whole group time conversation, songs and rhymes.

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    • Use a total communication approach.
    • Create a communication friendly environment.
    • Respond to all attempts at communication verbal and non-verbal.
    • Interpret and repeat back what the child has said and add a word or phrase.
    • Children are an equal partner in interactions with adults – The ShREC approach | Education Endowment Foundation (EEF).
    • Verbal choices are made explicit alongside visual clues.
    • Use more comments than questions, encouraging a natural conversation.
    • Use open-ended questions, and refrain from asking testing questions – Supporting oral language development | EEF
    • Language games and sharing books are planned in small groups or pairs to support speaking skills.
    • Pre-teach vocabulary and concepts, alongside real objects.
    • Consider use of a structured language programme. Following the identification of a language need a programme such as NELI, Language Link, Talk Boost could be implemented.