ABSTRACT
The aim of this chapter is to explore the role that talking and listening play in developing and extending children’s learning in the early stages of education. The importance of the practitioner or teacher as both an active listener and an expert companion in dialogue with children will be discussed. Reference will be made to adults working with children in early years’ settings as practitioners and those working in schools as teachers . It will be argued that teachers and practitioners gain insights into children’s learning when they refl ect upon what babies, toddlers and young children actually say and do during their play activities. Finally, it will be emphasised that in the light of such refl ection, appropriate action should be taken to further enrich language learning provision for the children in their care.
