Ordinarily Available Inclusive Provision

Receptive language in the early years

What is receptive language?

Understanding language is receptive language. This is the ‘input’ of language; the ability to understand information. It involves understanding the words (vocabulary), sentences (grammar) and meaning of what others say or what is read. For example, a child’s ability to listen and follow directions such as “put on your coat” relies on the child’s receptive language skills.

In typical development, children can understand language before they are able to produce it.

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

    • Does not respond as expected to a simple instruction or demonstrates an inappropriate response.
    • Has difficulty understanding explanations and this might mean that they don’t cope well with changes to routines or going to new places.
    • Shows behaviour difficulties.
    • Struggle to answer questions or difficulties engaging with songs, rhymes, stories.
    • Follow and copy other people, or watch to see what’s happening.
    • Say that they understand but actions don’t match this.
    • They may not ask for help, and may appear passive or disengaged.
    • Switch off, daydream, fidget, not listen.
    • Get anxious or frustrated.
    • Struggle with interactions with peers and/or adults.
    • Find it difficult to participate in spoken activities and discussions.

  • Planned provision in the setting

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

    • Visual support. Children with receptive difficulties usually learn and understand better through visual and or practical methods, rather than verbal methods. Anything that a child can see to support the language that they hear, will support their understanding.
    • Use body language, objects, gestures and pointing when giving instructions.
    • Use objects as props when telling a story.
    • Give demonstrations and explanations.
    • Use photos, drawings, pictures to support language.
    • Use objects, pictures, photos and symbols to help them learn new words.
    • Use symbols and drawings to explain the sequence of events, for example timetables, calendars, sequencing strips.
    • Give time – speak more slowly, pause between instructions, and give time for them to respond.
    • Simplify the words you use and repeat if needed.
    • Plan stories and rhymes in pairs or smaller groups to support understanding and build vocabulary, for example using props and real-life objects.
    • Plan the teaching of new words and pre-teach vocabulary, ensuring that practitioners emphasise by slowing and pausing before the word and repeating the word at different times of day and emphasis.
    • Use symbol mats with key vocabulary, words for stories, rhymes and topics.
    • Make time for talking and listening when the child is cross or sad. Use pictures to help them as you talk.
    • Give lots of praise and encouragement to boost self-esteem.
    • Support the child to develop friendships and PSED skills.