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You will most definitely have heard the expression that babies are \u2018hardwired for interaction\u2019. There is no denying it – their cries, babble, eye gaze, mimicry and eventually chatter, is an innate need for communication. This continues as the child grows, and their thirst for knowledge becomes stronger. As educators, you know there is a positive correlation between high-quality interactions and enhanced learning and development.<\/p>\n\n\n\n
What are the foundation stones for high-quality interactions?<\/strong><\/p>\n\n\n\n Through the process of observing, identifying and then supporting the child\u2019s schemas in play, you are already tuned in and connected. Alongside the provision of suitable resources to support play explorations, you can also engage in conversations which extend the learning, deepen conceptual understandings and develop new vocabulary.<\/p>\n\n\n\n Developing vocabulary in schematic play<\/strong><\/p>\n\n\n\n The number of words that a child hears from adults is a predictor of the expanding vocabulary of the child.<\/p>\n\n\n\n There is a clear connection between the development of language and conceptual understandings. Children need language to explain and describe their thoughts and ideas. Alongside this, the development of vocabulary is also essential for literacy learning (reading and writing).<\/p>\n\n\n\n Adults can purposefully use a range of vocabulary when interacting with children; exploring connections between words, modelling how these are used in dialogue, and supporting their use when children are discussing ideas and understandings.<\/p>\n\n\n\n We have created a downloadable set of vocabulary cards specifically related to schematic play, that you can use to facilitate your interactions with children, and their development of language. These are \u2018peek and use\u2019 synonyms and antonyms that can enhance dialogue in play.<\/p>\n\n\n\n
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