ABSTRACT
But although I know the alphabet inside out, back to front, and upside down, it makes absolutely no sense whatsoever.
This chapter provides an overview of the communication, language and literacy area of learning and describes some of the ways in which practitioners working in reception classes, nursery schools and classes and preschools are interpreting the requirements of the Foundation Stage curriculum. The stepping stones for the different aspects of this area of learning are included at the beginning of each section. As with the previous edition, the emphasis on communication skills is central to the early years of education and to this publication. In several other chapters references are made to communication skills, especially when introducing new vocabulary. This chapter takes each aspect of the area of learning in turn: language for communication and thinking; linking sounds and letters; reading; writing and handwriting. Consideration is given to the important role of the adult; planning methods used in a variety of settings; provision for children with special educational needs and children who have a mother tongue other than English. An overview of the theoretical ideas on which recent practices in supporting young children's early language development are based is included. Recent research and the outcomes of national surveys are considered alongside the ideas of Bruner (1983) and Vygotsky (1978). The implications of the National Literacy Strategy (NLS) for children under five are discussed along with the findings of the most recent HMI evaluation (Ofsted 2002) of the first four years of the NLS. The debate about the most effective method of teaching children to read is informed by consideration of the views of experts (Goswami and Bryant 1990, McGuinness 1997). The most effective strategies to promote early writing development are also
outlined with case study examples. Each section will also include examples of planning taken from early childhood settings in the UK. Account is taken too of the most recent evidence from the Early Years Directorate (Ofsted 2001) which has evaluated the quality of provision for three-and four-year olds.
