This video explores children’s early communication development, including their use of gestures, eye gaze, and joint attention.
In a range of contexts and experiences, the educators use key pedagogical strategies to encourage and develop children’s nonverbal communication.
- The examples of children’s eye gaze, gestures and joint attention.
- The educators’ use of language stimulation strategies such as comments, descriptions, and questions to facilitate children’s gestures and eye gaze.
- Why are forms of nonverbal communication like eye gaze, gestures, and joint attention important for language development?
- What strategies can educators use to enable instances of joint attention?
- Why is joint attention a “perfect opportunity for language learning”?
- What contexts and teaching practices do you use to interact with children, and develop their nonverbal communication?
- What evidence did you observe of children engaging in reciprocal interactions and joint attention?
- Discuss with colleagues, what you would plan next to consolidate or extend children’s learning?
Learning experience plan
This learning experience plan relates:
- interacting with others
- early communicators (birth –18 months)
- learning foci: making meaning and expressing edeas (interacting with others) concept development and vocabulary
- teaching practices: language in everyday situations, language stimulation.
Links to VEYLDF
Outcome 5: communication
- engage in enjoyable reciprocal interactions using verbal and non-verbal language
- respond verbally and non-verbally to what they see, hear, touch, feel and taste
I can develop children's:
- use of gestures to communicate
- joint attention
- receptive vocabulary (the words they can understand).
Assessment of learning
This is demonstrated when children:
- use showing, requesting or social gestures to communicate
- engage in joint attention episodes with educators
- respond to educator’s use of words or gestures.
- An Australian ABC of Animals by Bronwyn Bancroft
- B is for Bedtime by Margaret Hamilton and Anna Pignataro
- Big Machines by Lissa James
- E is for Echidna by Bronwyn Bancroft
- There Was an Old Lady by Child’s Play (International) Ltd.
- The Wheels on the Ute Go Round and Round by Loraine Harrison and Claire Richards.
- Individual children or small group (2-5 children).
- Choose any interaction/situation, where educators and children have opportunities to communicate and share attention, for example:
- everyday situations (mealtimes, nappy changes)
- play areas
- reading with children
- fine arts experiences.
- Model the use of gestures, eye gaze, and language to initiate joint attention with children. For example:
- pointing to a picture in a storybook: "I can see a boat! What can you see?"
- Use self-talk and parallel talk (language stimulation strategies) to use language to interact with children.
- Respond to children’s nonverbal (and verbal) communication, by using a combination of gestures, joint attention, and vocalisations/words.
- When children start using words with their gestures, use other language stimulation strategies like expansions and extensions.
- Throughout the interaction provide children with new vocabulary, to describe and provide new language for what they are showing interest in.
Related videos and learning experience plans
Links to sections