We know that oral language development in the early years is critical for communication and learning. We also know that assuming children will ‘pick up’ oral language skills leaves children vulnerable.
To address the issue of children arriving at school with oral language delays MPF partnered with seven kindergartens operated by Community Kinders Plus (CKP) and SailAway Readers who provide professional development in the science of reading to strengthen oral language and early literacy skills in pre-school aged children.
To address the issue of children arriving at school with oral language delays MPF partnered with seven kindergartens operated by Community Kinders Plus (CKP) and SailAway Readers who provide professional development in the science of reading to strengthen oral language and early literacy skills in pre-school aged children.
Teachers and educators learn how to effectively teach emergent reading skills and focus on developing phonological awareness, expressive and receptive language skills through high quality interactions, singing, story reading, story mapping and storytelling.
CKP Leader of Pedagogy and Educational Leader, Emma Boag says, “This approach to teaching oral language in kindergarten settings is innovative in that it has shifted us away from assumptions to intentionality. Traditionally, many teachers assumed that children would ‘pick up’ skills by offering them as part of the curriculum; now, teachers and educators intentionally teach these skills in everyday practice.”
Successful engagement in the program has resulted in measurable improvements in oral language skills. In 2024, in the 4YO class, 58% of children could recognize rhyming words in June and then at the end of the year, 98% could recognise rhyming words. Rhyme production, which is a more difficult skill looked like this: before for the 3YO class was 5% and afterwards 36%. For the 4YO children it was 18% and 76%.
Emma continues, “Where we have seen the best outcomes, all teachers and educators have a shared understanding about the importance of this work and have been willing to change their practices to become more intentional.”
Emma continues, “Where we have seen the best outcomes, all teachers and educators have a shared understanding about the importance of this work and have been willing to change their practices to become more intentional.”