Two tools for teaching and modelling vocabulary in the early years

Broadening children’s understanding and use of words, sentences and non-verbal communication strategies paves the way for positive interactions, connections with others and their future learning.

Research evidence recommends using multiple approaches to support children’s communication and language development. Here, we unpick some of the evidence for one approach: teaching and modelling vocabulary, which can positively impact children’s oral language skills.

The approach of teaching and modelling vocabulary involves intentionally using words to build children’s understanding of them (receptive vocabulary) and use of them in context (expressive vocabulary).

Thankfully, this approach isn’t another ‘thing’ we must squeeze into our busy daily routines. Consider your everyday interactions with children, and you will quickly recognise the vast array of opportunities within them to help children understand or use new words!

Research evidence shows that explicit practices, particularly those that draw children's attention to new words and their meanings, can be particularly effective, either used alone or in combination with implicit practices.

Explicit practices include:

• Naming and labelling to introduce new words and concepts;
• Explaining and showing to support children’s understanding of a key word or concept;
• Repetition of key words throughout the day or over time.

Implicit practices include using comments to highlight a key word, imitating a child’s use of key vocabulary or adding additional words to extend it.

As you watch the video, consider the following questions:

• What vocabulary is Trudi teaching and modelling here?
• Which explicit practices do you notice Trudi using?
• How does Trudi use implicit practices to support the children’s understanding or use of taught vocabulary?

As you can see from watching Trudi in action, exposing children to a rich range of words and their meanings is important: but the quality of the interaction matters too. Trudi’s warm, responsive approach helps her to engage in a back-and-forth conversation with the children to increase their understanding and use of the new vocabulary.

Visit the Communication and Language theme of the Early Years Evidence Store to see more video footage of the different approaches in action. We also include ‘Practice in action’ clips at the bottom of the page for educators to see some of the practices in isolation. These can help you to pick out specific practices from the longer clips, either for your own reflection and learning or to prompt discussion during professional development sessions.