Play and problem solving for the young child is language based, action oriented and visual. Language is a major key to all learning. Between 2 and 5 years of age, children exhibit an enormous growth in vocabulary moving from 2-3 word utterances to full sentences and commands. Children develop their knowledge of language through observations, listening, copying and they learn to make intelligent grammatical assumptions of their own. Thus children may typically talk of socks going on their “foots”! The general themes and the targeted language activities in each of the chapters in, “A World of Play,” specifically support the development of children’s language.  Create a link here to the developmental chart in articles.

We often believe that just because our children are nearby that they are indeed listening, hearing and learning. This is not absolutely true. Have you noticed how well children tune out of noise and are oblivious to comment. They tune in again via recognized signals. Someone calling their name sometimes attracts focus! Thus the music of a favourite television programme or a well known song will make them look up and focus attention. I have a friend who used to give a little whistle when he approached the home after work. His children were immediately alerted and excited at his anticipated arrival.
Stopping during an activity to actually focus on the language is an excellent way to target learning.

Language is a key tool the child needs to process information. This information is stored and used later to problem solve and make sense of the world. A strong language foundation is a key to later acquisition of literacy skills. Play provides non threatening opportunities to explore language in a variety of ways. Through play you can manipulate changing environments; one moment in the jungle and the next in a garden tea party. You provide opportunities to develop vocabulary across multiple settings. Children develop language through doing things within their environment and learning that adjustments need to be made in different settings.

The importance of playing and reading with children is now well documented. Parents now read to infants at birth and even before birth, ‘in utero’, understanding that this may stimulate language understandings  even at this young age. Certainly books, stories and play offer the opportunity for the growth of language in a natural way. Each chapter in “A World of Play” introduces specific language activities around which an adult can focus the play within the theme. The language one uses with children not only facilitates language growth but is also the basis of emotional support. Activities in the book, not only focus on what the child can say, but how the adult can use and model language in a fun and engaging way.

While playing with children, do not assume that you must dilute adult language into ‘baby’ talk. Children often receive and understand communications well beyond their ability to speak. Certainly one may need to limit the length of a sentence or instruction. One may need to use visual cues (hand movements and pictures) to assist the process of comprehension. In my experience however there is no need to completely dilute the level of adult vocabulary if your child’s interest is engaged.  I have worked with some superlative teachers of first grade students who have engaged them in complex thinking and discussion through highly sophisticated discussions, such as the architecture and history of the world, or the enterprise of building a business. The trick lies in capturing the imagination of the child and demonstrating that this is what interests you, the adult, too. The adults should indeed use the correct vocabulary. The child will either copy and use the sophisticated form of the word as well, or change the word to a more comfortable or manageable form!