The educator intentionallyThe educator acts in a planned, thoughtful and purposeful way. introduces new words and their meanings to support children’s understanding (receptive vocabulary). They encourage children to use new words in context (expressive vocabulary).

There is strong evidence that teaching and modelling vocabulary can have a positive effect on children’s oral language skills. Based on the evidence, educators should consider:

• Using explicitThe direct and intentional teaching of new words and their meanings. vocabulary teaching practices, which can be effective when used alone, or in combination with implicitIntroducing, using and repeating new words, to indirectly teach and reinforce their meaning. practices
• Providing additional teaching and support to children from lower-income families and those who know fewer words. Without additional support for these children, learning gaps may increase.

Evidence suggests that explicitlyThe direct and intentional teaching of new words and their meanings. drawing children’s attention to words, their meanings and features, is likely to be effective.

While the evidence for this approach overall is positive, it does not tell us which individual practices are most effective. Educators should use their professional judgement about which practices are likely to be appropriate, based on the context of the interaction.

Some explicitThe direct and intentional teaching of new words and their meanings.vocabulary teaching practices we found in the evidence include:

• Naming and labelling: providing a name or label for an object, concept, action or skill
• Explaining and showing: providing extra information to support children’s understanding of word meanings. This may include providing synonyms, or objects and gestures. Where appropriate, this might include discussing the sound and spelling features of a word.

They can be used in combination with implicitIntroducing, using and repeating new words, to indirectly teach and reinforce their meaning. vocabulary teaching practices, such as:

• Recasting: repeating a word/​phrase used by a child with the correct grammar/​pronunciation
• Extending: repeating a word/​phrase used by a child and adding additional words to support their understanding
• Commenting: articulating an observation to highlight information – for example, connecting new vocabulary with similar words (synonyms) children already know.

Educators may wish to consider implementing this approach in the context of shared book reading, as evidence suggests explicitThe direct and intentional teaching of new words and their meanings.practices used in this context could lead to greater gains in vocabulary development.

RepetitionIntentionally repeating and reinforcing a taught concept in different contexts, over time. was not explicitlyThe direct and intentional teaching of new words and their meanings. referenced in the evidence we found, but practice knowledge tells us that this is an important part of teaching vocabulary.