Kindergartner – Communication & Language
Communication & Language with Kindergartener
Chapter 7.9
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Rishi and his parents are packing for a beach holiday to celebrate his 6th birthday.
Rishi: I need to take my sand toys.
Mom: Sure. Can you put them all in this packet for me?
Rishi: Of course, Mom
Dad: Let’s pack your swimming tube too.
Rishi: Great idea! Let me get it. I found it. I am keeping it with my clothes. Okay Dad?
As kids enter their school years, they become increasingly independent. 5-7 year olds are often quite chatty, tell jokes, express ideas, and are able to make more extended comments on situations and events.
Let’s Reflect
Effective communication skills are integral to the child’s self-expression, development of social relationships, and to his/her learning.
Apart from rapid vocabulary expansion, by this age your child has also developed an understanding of the function and purpose of language. Trigger and spark conversation with your child throughout the day. Keep the communication going at every opportunity you get. Help and encourage your child to pick up new words or practice existing ones in fun, stimulating, and supportive environments.
All you must do is curate natural opportunities for learning.
Identify your child’s current need in terms of language and embed opportunities carefully and organically.
For Instance:
- While playing with cars you could strike following stretched conversations:
“How is one car different to another? That purple one is my favourite car… Which one is yours? Would you help me park them? Put the big red one behind the blue car, and the tiny grey one in front of the yellow cars.
- Snacking is a good time to engage your little one with textures, tastes, colors of various food items:
“Let’s add lemon to the fruits to make it tangier” How about adding a pinch of salt. Touch and feel it’s grainy texture.” The lemon has seeds in it that are hard and bitter, be careful”
The growth that you will see during the course of this phase:
1. Rapid vocabulary, language and communication development:
Vocabulary Expansion:
Learning about 5-10 new words a day. Also, make it a point to use the newly found words. For e.g. instead of ‘right’ might start using the new word ‘correct’ more often.
Caution: Model correct pronunciation as opposed to correcting your child when s/he makes articulation errors.
Spot the difference:
Likes to verbalize what s/he notices different in otherwise similar objects or familiar situations. For e.g.- “Her sipper has a Barbie in a blue dress but mine has a Barbie with a pink dress.”
Most sound patterns are established:
-/p/, /b/, /m/, /h/, /n/, /w/, /d/, /k/, /g/, /d/, /f/, “y”, /t/, “ng”, /r/, /l/. However, I might struggle with words like umbrella, spaghetti, etc. For e.g.; might pronounce ‘umbella’ or ‘pagetti’’
Complex sentences formations:
Is able to join sentences by using words such as ‘and’, ‘because’, ‘but’, ‘when’. Can make long sentences of up to nine words!
Uses many different sentence types:
Begins to use a variety of sentences, to mean the same thing; For e.g.: I love to eat pasta or pasta is my favourite dish.
2. Becoming aware of different word endings:
Eg: big-bigger/ near-nearest.
However, might still slip at some places Eg: ‘We wants to go’ instead of ‘We want to go’
Follows 2- and 3-step directions.
Eg: ‘Pick this book up and keep it on the table before you go out to play.’
3. Obtaining clarity in speech and language:
Almost 90% of the words spoken by your grade schooler will be understood by strangers.
– Can maintain the topic of conversation and take turns speaking: Eg: What is this in your hand? Who got it for you? Did you get this from amazon?
– Has gained effective communication skills: make good eye contact and is able to use language for multiple goals, such as to gain information, for entertainment, or to persuade others
– Can control the use of different tenses (past, present, future): Eg: “I was in the park yesterday” or “We will go to buy fruits tomorrow morning”
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