Learning Through Talk in the Early Years

Elizabeth Sharp

London: Paul Chapman Publishing (2005)

Reviewer: Belle Wallace, Director TASC International

If children have not developed adequate language for talking and thinking, then their ability to progress in learning is obviously severely hampered. Many early years and primary teachers are working extremely hard to develop children’s language so that they can listen, understand and communicate effectively. The DfES (Department of Education and Skills, UK) has recognised the importance of oracy, and teachers are encouraged to develop children’s talk as the essential base for developing reading and writing skills.

This text concentrates on providing a rich source of ideas for developing listening and speaking; it is an account of practical ideas that have been used effectively in classrooms and are in line with the learning objectives of the UK National Curriculum Framework. The activities include: songs, poetry and rhymes; home corners and talk areas; drama, role play and mime; story boxes, story bags and story telling; debating and questioning; pictures and picture books; and circle time and talk games. There are photo-copiable materials included, cross-curricular links are indicated, and there are suggestions for planning and assessment. The text concludes with a list of reference materials for further ideas.

The book contains a wealth of activities that are rich in experiential learning, that foster creativity and imagination, that integrate playing and learning, and use all the wonderful capacities that children are born with. The author writes:

‘I once heard it said ‘a silent classroom is not natural’. When I think of the learning and progress I have seen when children are engaged in meaningful discourse and language activities, I have to agree!’(pxi)

Gifted Education International Vol 21 No 1