Nurturing Language: Viewing Children as Conversational Partners
| ECM Element 4

Session Description: 

This element focuses on the support of children’s language development and comprehension. Oral language is made up of receptive (listening) and expressive (speaking) components. Long before they can express themselves, young children begin to understand what is being said. This is known as receptive language. Once they begin to say sounds, words, and sentences in their language, they are developing their expressive language. Children who are exposed to more than one language are very capable of learning and developing skills in each of the languages they hear. An important part of oral language development is acquiring vocabulary. Children develop strong language skills, including vocabulary, through their interactions with others. In this element, teachers and other adults engage children intentionally in back-and-forth conversations to promote language and vocabulary development, comprehension, and critical thinking. This includes intentional interactions as teachers read books with children.

Why does it matter?

Oral language is a significant predictor of reading ability and strongly connected to the development of children’s cognition or thinking skills. Language includes a variety of skills, such as the abilities to comprehend words, put words together to form phrases and sentences, and use words appropriately in different social contexts. Through language, we express our knowledge, ideas, and feelings, and make meaning of our world. It provides a foundation for communication and social interaction. In the midst of their responsive interactions with others, and engagement as true conversational partners, children develop a voice, and use language and critical thinking skills to express themselves and advocate for themselves and others.