Communication, Language and Literacy Domain
From birth, children are learning language and developing the ability to communicate. The Communication, Language, and Literacy domain describes many important aspects of children’s language and early literacy development.
Online Activities for Communication, Language & Literacy
Book Suggestions for Communication, Language & Literacy
Communication
Infants and toddlers understand more words than they can say. Children learn the meaning of words and other forms of communication first. Gradually, they learn to express themselves by starting to express their needs. They do this by
- Crying
- Gesturing
- Facial expressions
- Words
By the time they are preschoolers, most children have developed a large vocabulary and are learning the rules of language.
New Languages
As children are beginning to learn their family’s language, it is also a good time to begin learning another language. Brain research clearly shows that learning new languages is much easier if children begin early in life. There are many advantages to learning a new language. These include:
- Greater language sensitivity
- Flexibility in thinking
- Better listening skills
The Early Learning Guidelines promotes preschoolers to have opportunities to learn a new language.
Dual Language Learning
Dual Language Learning refers to children whose families speak a language other than English and are learning English as a new language. Children whose families speak a language other than English will probably demonstrate progress on the Early Learning Guidelines in their home language, so it’s important to encourage children and their families to continue to use their own language while learning English. Learning the home language will also lay a foundation for learning English.
Literacy Skills
Literacy skills become more important as they grow and develop. The youngest of children build their foundations for reading and writing as they:
- Explore books
- Listen to songs
- Hear stories
- Draw or scribble
Preschoolers learn to follow along as someone reads to them, remember and talk about familiar stories, learn the names of the letters of the alphabet, work with interactive media, and begin to be more intentional about what they draw and scribble. All of these characteristics and skills are important because they lay foundation to become successful readers and writers in elementary school. Adults responding consistently to children’s communication help them become good communicators, and this is important for infants and toddlers as they learn how to communicate nonverbally and then with words. Children learn early literacy skills the best while participating in daily routines.
Disabilities
Children with disabilities may need extra support when they are communicating with others. Listening devices may help them learn the sounds, words and expressions used in language. They may need therapy or assistive devices to help them communicate clearly. Teachers and caregivers should communicate with and observe young children carefully to determine if they are picking up communication skills early on and seek additional assistance if a child is delayed in this area.
Communicating and Oral Language Development
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Communicating and Oral Language Development
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Communicating and Oral Language Development
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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FOUNDATIONS FOR READING
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Foundations for Reading
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Foundations for Reading
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Foundations for Reading
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Foundations of Reading
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Emerging |
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Foundations for Writing
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Foundations for Writing
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Learning New Languages
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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