By Michael Hilkemeijer

 

Meet Sarah, an early childhood educator passionate about creating language-rich environments for her preschoolers. Sarah knows that language development in early childhood is a critical aspect of a child’s overall growth. She understands that the early years lay the foundation for communication and literacy skills that children will build upon throughout their lives. For preschoolers, language and literacy development often occur through play, interaction, and hands-on activities. As an educator, Sarah feels responsible for supporting language development using a range of strategies and activities to foster communication, vocabulary, and literacy skills.

 

However, Sarah wanted to go beyond just traditional methods. She wanted to learn how to enhance language development in early childhood using innovative, technology-based activities. That’s when she joined the ICT in Education Teacher Academy, aiming to access practical language development activities. What she didn’t expect was how profoundly the membership would transform her teaching practice. One approach that particularly stood out was integrating technology into language development activities. This method not only supported traditional language learning methods but also offered unique opportunities for cognitive and creative growth. Technology-based activities in preschool supported language and literacy development by providing interactive, multimodal, and engaging ways to practice communication skills.

 

 

 

 

How Can ICT Enhance Language and Literacy Development in Preschool?

Digital technology in early childhood education plays a crucial role in language acquisition by creating interactive, engaging, and context-rich language experiences. The use of technology in preschool activities not only enhances communication skills but also supports cognitive, social, and literacy development. Integrating ICT into language development activities offers a unique opportunity to bridge traditional learning methods with modern, multimodal approaches, fostering both foundational and higher-order language skills.

 

One of the primary benefits of technology in early childhood education is its ability to make abstract language concepts more concrete. For example, using digital storytelling apps, children can visualize their ideas, narrate stories, and see their spoken words transform into written text. This process enhances their understanding of language structure and storytelling techniques, promoting both creative and critical thinking.

 

Another essential aspect of using ICT in language development is the promotion of verbal and non-verbal communication skills. Interactive apps and digital storytelling platforms encourage children to articulate their thoughts, describe visual elements, and sequence events logically. These skills are fundamental for building early literacy and communication competencies.

 

ICT also supports language development through collaborative learning opportunities. Activities that involve programmable toys, interactive whiteboards, or audio recording devices foster peer interaction, collaborative problem-solving, and joint storytelling. When children work together to navigate a Bee-Bot through letter mazes or record a group story, they practice turn-taking, listening, and articulating ideas clearly.

 

Technology-based language activities also address diverse learning needs. Children who may struggle with traditional language tasks often find digital tools more accessible and engaging. For instance, children with speech delays can benefit from recording their voices and playing them back, building confidence in verbal expression. Similarly, visual learners may thrive using apps that combine images, text, and audio to reinforce language concepts.

 

Incorporating ICT into language and literacy development is also beneficial for supporting dual language learners. Multilingual apps and interactive books enable children to hear stories in their home language while simultaneously engaging with English text and audio. This dual approach not only supports language retention but also builds new vocabulary in both languages.

 

In summary, the role of technology in language development goes beyond simply using digital tools—it involves creating meaningful, interactive, and reflective language experiences. By incorporating ICT into early childhood education, educators can promote language acquisition, enhance literacy skills, and support diverse communication needs, laying a strong foundation for future language success.

 

Moreover, the use of ICT in language development offers practical advantages, such as:

• Enhancing communication through interactive tools like digital storytelling apps.

• Promoting cognitive development by allowing children to manipulate digital content and relate it to real-world contexts.

• Providing self-paced learning, where children can explore language activities at their own speed.

• Fostering cultural responsiveness by offering multilingual and multimodal language experiences.

 

 

 

 

Which ICT Activities Work Best for Language and Literacy Skills?

What are some activities for language development? Here are some practical ICT-based activities for promoting language and literacy development in preschoolers, along with their Early Learning Goals (EYLF):

 

• Digital Storytelling (EYLF 5.3, 5.5): Children use apps like Book Creator or iMovie to create and narrate stories, combining images, text, and voice recordings. This activity fosters oral language development, creativity, and digital literacy.

Why This Works: Digital storytelling is highly effective because it encourages children to articulate their ideas and thoughts while also enhancing digital literacy skills. The act of creating a story helps them organize language logically, fostering both speaking and listening abilities. Membership resources include templates, expert advice, and practical guides to integrate storytelling seamlessly into everyday learning.: Digital storytelling works well because it combines oral language development with creativity and digital literacy. Children use apps like Book Creator or iMovie to create and narrate stories, combining images, text, and voice recordings. The act of telling their own stories helps them develop vocabulary and narrative skills. Members benefit from access to expert presentations and practical lesson plans that make storytelling with technology easy to implement.: Children use apps like Book Creator or iMovie to create and narrate stories, combining images, text, and voice recordings. This activity fosters oral language development, creativity, and digital literacy.

 

• QR Code Nature Hunt (EYLF 1.4, 2.4, 5.2, 5.3): Children use tablets to scan QR codes in the outdoor area, discovering nature facts and narrating their discoveries, promoting literacy and digital literacy through storytelling.

Why This Works: This activity merges physical exploration with digital engagement, making learning dynamic and hands-on. It supports language development through vocabulary building and verbal expression. Members have access to pre-made QR code templates and ideas for adapting the activity to various learning environments.: This activity works well because it integrates outdoor exploration with language and literacy development. Children use tablets to scan QR codes that reveal nature facts, prompting discussions and storytelling. The combination of physical movement and digital interaction enhances engagement. Members can access step-by-step guides and extension ideas that make planning and implementing this activity straightforward.: Children use tablets to scan QR codes in the outdoor area, discovering nature facts and narrating their discoveries, promoting literacy and digital literacy through storytelling.

 

• Bee Bot Language Games (EYLF 4.4, 4.5, 5.5): Children use programmable toys to spell out words, encouraging problem-solving and language development through movement and verbal instructions.

Why This Works: These games are effective because they blend coding with literacy, allowing children to physically engage with language concepts. The combination of movement and language fosters both cognitive and motor skills. The membership provides step-by-step guides and creative extension activities to deepen the learning experience.: These games are effective because they merge problem-solving with language development. Children program Bee Bots to spell out words, which fosters both spatial reasoning and verbal skills. Members can access resources that support extending this activity into storytelling paths or collaborative challenges, guided by expert insights from the membership.: Children use programmable toys to spell out words, encouraging problem-solving and language development through movement and verbal instructions.

 

• Sound Mapping (EYLF 4.2, 5.3): Children record environmental sounds with audio apps, then use them to inspire stories or poems, enhancing creative expression and auditory discrimination.

Why This Works: Sound mapping encourages auditory awareness and creative thinking, helping children link sounds to language. Recording and playback support self-assessment and reflection. Membership resources include ideas for extending sound mapping into collaborative storytelling.: This activity is powerful because it links auditory perception with language expression. Children record environmental sounds with audio apps and use them to create stories or poems, enhancing their ability to listen and articulate. The membership provides creative prompts and assessment guides to help educators structure and reflect on the learning outcomes.: Children record environmental sounds with audio apps, then use them to inspire stories or poems, enhancing creative expression and auditory discrimination.

 

• Digital Puppet Theatre (EYLF 5.3, 4.5): Children create puppet characters and record conversations or stories, fostering verbal communication and digital storytelling.

Why This Works: Puppet theatre enhances verbal skills and creative expression. It allows children to practice dialogue, voice modulation, and storytelling structure. Members can access video tutorials and practical tips to set up digital puppet shows effectively.: Puppet theatre activities are effective because they encourage children to develop dialogue, character voices, and storytelling techniques. Digital puppetry combines creative arts with ICT, making it accessible and fun. Members can find workshop videos that demonstrate practical ways to use puppetry to enhance language skills.: Children create puppet characters and record conversations or stories, fostering verbal communication and digital storytelling.

 

 

• Augmented Reality Storytelling (EYLF 5.3, 4.2): Using AR apps to create interactive stories, children enhance their imagination and verbal skills by narrating digital stories that include augmented elements.

Why This Works: AR storytelling combines physical and digital play, allowing children to see their ideas come to life. This visual engagement boosts motivation and makes storytelling more immersive. The membership offers recommendations on AR apps and integration tips.: AR storytelling engages children by merging physical and digital storytelling. Children narrate stories using digital overlays, fostering imagination and narrative coherence. The membership offers resources on selecting the best AR apps and integrating them into language lessons.: Using AR apps to create interactive stories, children enhance their imagination and verbal skills by narrating digital stories that include augmented elements.

 

 

• Nature Walk and Digital Photography (EYLF 4.1, 4.2, 5.5): Children take photos on nature walks and use them to create digital stories or presentations, promoting descriptive language and observation skills.

Why This Works: Combining nature exploration with digital documentation helps children make real-world connections and enhances descriptive language. The act of photographing and narrating builds observational and expressive skills. Membership resources include planning guides and example projects.: This activity combines exploration with digital documentation. Children take photos during nature walks and later use them to create digital stories, promoting descriptive language and visual literacy. Members have access to templates and photo prompts that simplify this process.: Children take photos on nature walks and use them to create digital stories or presentations, promoting descriptive language and observation skills.

 

 

• Talking Books (EYLF 5.3): Children listen to digital books that read aloud while highlighting text, supporting literacy development and phonological awareness.

Why This Works: Talking books support emergent literacy by providing auditory and visual cues simultaneously. They are especially beneficial for children who are still developing reading skills. Members can access a curated list of recommended talking books and instructional strategies for classroom use.: Talking books are valuable because they combine listening, reading, and language comprehension. Digital books that read aloud while highlighting text support literacy and phonological awareness. The membership provides access to a curated list of digital books and tips for integrating them into daily routines.: Children listen to digital books that read aloud while highlighting text, supporting literacy development and phonological awareness.

 

 

• Speech Bubbles and Digital Storyboards (EYLF 5.3): Children use apps to add speech bubbles to images, creating digital storyboards that enhance communication skills.

Why This Works: Adding speech bubbles encourages children to think about dialogue, sequencing, and how characters communicate. It visually represents spoken language, helping children make connections between written and oral language. Membership resources include templates and guides on how to use storytelling apps effectively.: Children use apps to add speech bubbles to images, creating digital storyboards that enhance communication skills.

 

 

• Interactive Whiteboard Story Mapping (EYLF 5.3): Children collaboratively create story maps on an interactive whiteboard, using digital drawing tools to map out plot points and characters.

Why This Works: Story mapping on an interactive whiteboard supports collaborative storytelling, visual thinking, and literacy skills. It allows children to see the flow of a story while actively participating in its creation. Membership includes access to practical lesson plans that integrate story mapping with digital tools.: Children collaboratively create story maps on an interactive whiteboard, using digital drawing tools to map out plot points and characters.

 

 

• Voice Recording and Playback (EYLF 5.3): Children record their own storytelling and play it back, enhancing self-awareness and language development.

Why This Works: Recording stories supports self-expression and critical listening. Playback allows children to hear their own language use, promoting reflection and self-correction. Members benefit from expert advice on integrating voice recording into language activities.: Children record their own storytelling and play it back, enhancing self-awareness and language development.

 

 

• Taped Stories and Headphones (EYLF 5.3): Children listen to recorded stories, promoting listening and comprehension skills.

Why This Works: Taped stories help build listening skills and comprehension, especially when paired with visual aids. They provide a consistent narrative experience that children can revisit. Membership offers a curated list of high-quality recorded stories suitable for early childhood education.: Children listen to recorded stories, promoting listening and comprehension skills.

 

 

• Digital Puppet Conversations (EYLF 5.3): Children create dialogue between digital puppet characters, building conversational and narrative skills.

Why This Works: This activity encourages children to think about dialogue structure and character interaction. It helps develop verbal skills by allowing children to script and act out conversations. The membership provides creative prompts and example scenarios to inspire meaningful puppet interactions.: Children create dialogue between digital puppet characters, building conversational and narrative skills.

 

 

 

From One Lesson Plan to Transformation: The Member’s Journey

The First Step: Becoming a Member

After creating her profile, Sarah is greeted with a welcome video. The video encourages her to reflect:

• “Why are you here? What do you hope to achieve as a member?”
  Emma takes a moment to think. She types in the comments:

• “I want to use technology to make my language lessons more interactive and engaging for my preschoolers.”

 

The welcome video then guides her to a playlist of foundational videos about integrating technology into early childhood education. Emma watches them over the next few days, gaining insights into how digital storytelling and creative language activities can be enhanced with technology. These videos help her realize that technology can be simple yet purposeful when aligned with language goals.

 

 

 

Getting Started: Navigating the Membership

Once Sarah finishes the introductory videos, she’s prompted to select her sector: Early Childhood Education.
She clicks on it and arrives at the ECE resource hub.

Here, she sees two main pathways:

1. Standalone Lesson Plans – Perfect for when she needs something quick and practical.

2. Workshops with Underpinning Theories – Ideal when she wants to deeply understand the pedagogy behind an activity.

 

 

 

The Lesson Plan That Starts It All

Sarah clicks on the lesson plans tab and chooses one that catches her eye:

• Speech Bubbles & Digital Storytelling Activity: Children take photos of familiar objects and add speech bubbles to create simple digital stories​BEEBOT~1.

 

Why This Lesson Plan?

It’s straightforward, aligns with her curriculum goals (EYLF Outcome 5.3), and uses the tablet she already has. Plus, the plan is ready to go—she just needs to introduce the concept of speech bubbles and set up the tablet.

As Sarah prepares to implement the activity, she receives her first onboarding email. It introduces the membership workbook, explaining how it’s not just a tool but a guiding resource. The email encourages her to download the workbook and use it alongside each lesson plan.

 

 

 

Why the Workbook Matters

The workbook makes Sarah think beyond just using the lesson plan. It helps her:

• Set her learning goals: Why does she want to improve her use of technology for language development?

• Track her actions: Did she use the community for advice? Did she explore the Wisdom Tool for tips?

• Reflect on the experience: How did her students respond to the digital storytelling activity? What worked well, and what could be improved?

 

The workbook becomes her personal progress tracker, showing that every small action—like downloading a lesson plan, watching a workshop video, or sharing her experience in the community—contributes to her professional growth.

 

 

Making Connections: Using the Membership to Enhance the Lesson

After using the speech bubble activity, Emma starts to wonder how she could extend the idea. She clicks on the Wisdom Tool and types, “Speech bubble storytelling extension.” A few results pop up:

• Adding Sound Effects: One member suggests incorporating audio clips recorded by the children to enhance the storytelling.

• Collaborative Story Making: Another member shares how they paired children to create a story using multiple photos and speech bubbles.

Inspired, Emma tries both ideas in the following weeks. The children love recording their voices to go with their stories, and pairing up encourages them to think creatively together. Emma captures their stories on the tablet and shares them during group time. Feeling proud of the outcome, she takes photos and posts them in the membership community, tagging it as a success story.

 

 

The Realization: It’s Not Just a Lesson Plan

One evening, while updating her workbook, Sarah realizes something important:

• She’s already progressing.
  The workbook points out that by downloading the lesson, exploring the Wisdom Tool, and sharing in the community, she’s actively engaging in the Technology Integrator’s Learning Journey to Transformation—even if she wasn’t aware of it.

The workbook highlights that Emma has moved from Adoption (using a new lesson plan) to Adaptation (customizing it with sound effects), and she’s even touched on Infusion (integrating storytelling and language learning with technology).

 

This is the moment Sarah understands:

• It’s not just about using the lesson plan.

• It’s about the process of reflection, adaptation, and integration that the membership naturally guides her through.

• The lesson plan is just the start, but the way she builds on it and connects with the community is what makes it transformative.

 

 

 

How the Membership Keeps the Journey Going

Sarah continues to receive onboarding emails guiding her to explore workshops that align with her activity, like “Digital Storytelling in Early Childhood.”
She checks the Member’s Library and finds more lesson plans, but now she approaches them differently—thinking about how she can customize and expand each one.

 

Through ongoing use of the workbook, Emma tracks her progress, recognizing that her journey from Adoption to Transformation isn’t a straight line. Sometimes she revisits lessons to refine them, but she knows that every step counts.

 

 

The Power of One Lesson Plan

One lesson plan, one simple activity—that’s all it took to start Emma on the path to transformative teaching. The membership didn’t overwhelm her with content; it gave her practical tools, structured support, and a way to see her growth through the workbook.

 

The difference?

• Without the membership, it would just be a speech bubble activity.

• As a member, it became a stepping stone to a more integrated, thoughtful, and creative approach to using technology in early childhood education.

For Sarah, and for every educator looking to make better use of their technology, the ICT in Education Teacher Academy membership doesn’t just offer resources—it offers a pathway to transformation.

 

 

 

 

What is Communication and Language development in early childhood education?

• Academic difficulties;
• Learning disabilities;
• Shyness and social difficulties;
• Anxiety disorder and;
• Behavioural problems and ADHD.

• Internet;
• Flexibility;
• Supporting different languages by providing instant translations;
• Tracking abilities so that the learning can progress;
• Here and now responsiveness;
• Cultural responsiveness and flexibility;
• Organisation and searchability;
• Portability;
• Self-paced learning.

• Taped stories and headphones – there is an opportunity for children to understand how texts work. They also learn about page turning as well as building up anticipation of the storyline.
• IWB/slideshows – these introduce large print and different fonts which children can begin to read together.
• Visualiser – these technologies share any text with a group of children.
• PC/tablet computers – children’s learning is supported by visual clues.
• Photocopier – supports reading opportunities.

• IWB – it gives the children satisfaction of producing an image or caption.
• Keyboards – helps to distinguish between lower- and upper-case letters.
• PC/tablet computers – the children can produce satisfying products which can be printed off.
• Bee bots – children can use these to write for a purpose.
• Video and camera stimuli – as above.
• Emails – children can communicate and express themselves in print.
• Printer – children can produce a permanent record of a piece of work.
• Word processing software (e.g. 2Write, Clicker 6, MS Word) – provides a structure for child-initiated composition.

 

 

How does Technology support Cognitive Development?

Through the use of technology cognitive development can be achieved with the processes such as collaboration. The explosion of the extent to which ICT resources are rapidly becoming a part our everyday lives clearly adds to cognitive demand. ICT tools for early childhood education such as computers, recordings, audio, cameras, photos, and videos have several advantages that can aid in children’s cognitive development. For example, adventure games have been shown to improve attention, focus, and reaction time.

What is your role as a teacher in technology-enhanced language learning?

• Research does not support the isolated use of technology for acquiring a language.
• Interaction with a language educator is critical to building spontaneous interpersonal skills needed for real-world communication.
• Intercultural competence is best acquired through human interactions and meaningful experiences facilitated through a language educator.
• Educators use content knowledge, research-informed teaching strategies, and effective technology applications to support language learning.

• Students read, listen to, and view authentic, engaging, and timely materials from the target culture.
• Students practice interpersonal skills as they interact via video, audio, or text in real-time with other speakers of the target language.
• Students collaborate on presentational tasks with their peers or teacher, anytime, anywhere.
• Students work at their own pace as they access online content and/or utilize computer adaptive programs managed by their teacher.
• Students practice discrete skills with engaging online games and applications.
• Students benefit from differentiated instruction where multiple applications can be used to assess students, assign varied tasks, track data, give real-time feedback, and manage classrooms and lessons.

 

 

Key Principles in DATEC

In the 21^st century in a society that is continuing to develop new and emerging Information and Communication Technologies (ICT), literacy and language development in early childhood education has evolved to include the new literacies that is brought on by the new technologies.

 

Today, the power of ICT to support language development in children means that it can be achieved with the use of audio, rich media and even with the support of all types of quizzes (www.elearningindustry.com). These are just some technologies that have added a whole new dimension to the reading experiences for children.

 

When you choose to use technology in language development activities, you should first adhere to the key principles of technology in early childhood education. This applies to whether you want to use technology in preschool or kindergarten in the early years. They include:

• Ensure that they have an educational purpose.
• Encourage collaboration.
• Integrate with other aspects of the curriculum (ICT is not to be used in isolation).
• Ensure that the children is in control (to develop ICT capability alongside literacy and language development in early childhood education).
• Choose applications that are transparent.
• Avoid applications containing violence or stereotyping.
• Be aware of health and safety issues.
• Ensure the educational involvement of parents.

 

 

 

 

How to Promote Language-rich environments with preschool Tech today?

• That children learn when adults speak to them,
• Language is more than just word,
• Language gives children space to talk,
• Provide many opportunities for imaginative play;
• Read (and tell stories) aloud.

• Have young children verbally identify pictures on a computer screen.
• Let young children makeup sentences about pictures they see on technological equipment.
• After showing a story with technology, let the children tell a story that happened to them.
• Give young children the opportunity to orally verbalise sounds they hear from the computer.
• Provide young children with time to retell a story after they view it from a software program.
• Have children respond to a story by telling about the character they see on the monitor.
• Ask young children questions after they complete a software program to check comprehension.
• Let young children tell the details of a story in sequence after viewing a software program.
• Provide opportunities for young children to interact with each other while participating in technology activities.

• Reach out to families before school starts and find out more about the home language, culture, interests and assets that the children will bring to your early learning environment.
• Begin with a home language survey that has been translated into the family's native language.
• Find out which mode of communication families prefer. Some teachers prefer text messages while others use email to stay in touch.
• Use technology resources such as the My Child website or Tadpoles.com to make it easier to have linguistically and culturally appropriate music, books, materials, and displays ready for the child’s first day.
• If you have contacted the families before school has started, you may be able to recommend language learning apps such as the Pocoyo learning activities from the HITN Early Learning Collaborative or the Rosetta Stone Kids Lingo Word Builder app that families can use.

• Responsiveness: Does the caregiver or teacher respond when the child addresses [them]
• Positive emotion: Do [they] respond with a smile and a positive disposition
• Does the teacher have the attention of the children. [Are they] talking about things the children are interested in?
• Expansions: Is the teacher asking questions and building on the children’s talk? Sustained shared thinking can a play a role in this and it can involve asking open-ended and positive questions .
• Reading: Is the room filled with written material and books? Does the teacher read to the children?

• It sounds like conversation and play and singing and reading and interacting and true listening.
• It looks like a space where learners and educators are interacting in all these activities in a positive, nurturing way.
• It feels like a place where children grow in confidence as their early adventures with speech are encouraged, respected and supported.

 

 

 

 

 

 

 

 

Strategies and Software for Language Development

 

Software for Language and Literacy Development in early childhood

One of the best and most affordable software you can use for language development in early childhood is the word processor. Why? It makes explicit links between related knowledge, skills, and understanding. 

Word processing supports language and literacy development at all levels of learning as a wide range of sentence-level literacy activities can be facilitated.

Many also come with text-to-speech capabilities and 'talking' word processors enable increased interaction between a child and a word processor does indeed carry some of the characteristics of conversation, in which the child responds to what is being said.

 

Open-ended creative software such as drawing and painting programs like MS Paint can generate a lot of discussions as they create images. You can upload images and they can add captions as well.

 

Teaching Strategies for Literacy and Language Development in Early Childhood

Strategies used for language and literacy development in early childhood and ICT capability are the same:

• Use computers for one-to-one work between the adult and the child or for paired collaborative work. This is good for small group discussions.
• Whole-class teaching - you can demonstrate literacy and ICT skills easily using this method with the help of a digital projector.
• Place ICT areas on the edge of the carpeted or group areas.
• When working one-on-one, introduce basic ICT skills of computer use well as providing contexts for a wider discussion. Doing this will provide you with a baseline assessment of their ICT capabilities in determining opportune moments for intervention.
• Ask a child to type out on a word processor a sentence from one of their favourite stories.
• Check to see if they are actually learning the ideas and skills you have planned.
• As children create things on the screen, their talk will be about what is going on and what they are trying to achieve. As the activity is more creative, the language will be more creative too. This will provide you with a good insight into the children’s linguistic abilities and you will be able to help develop their vocabulary and their speaking and listening skills.
• When you work alongside the children on a computer it provides you with a great opportunity to model the effective use of software and management of programs. Most importantly, you will model the appropriate behaviour when working collaboratively.

 

 

 

9 Ways to Promote Communication and Language Development with Technology in Preschool today

• Taped stories/headphones – children can listen or follow stories in a book. You can also ask the children to follow the story by looking at the book while listening to the words.
• Digital recorders/microphones/talking photo albums – as an adult, you can tell a story. Or the children can tell the story themselves. Perhaps recounting a visit or outing. This technology can also be used allow children to follow instructions.
• Walkie-talkies/mobile phones – use these to talk at a distance and to give instructions.
• Recordable binoculars – record speech while exploring.
• Talking clipboard – record voice whilst mark-making. Or listening to instructions left by adult/s.
• IWB – images can be used for discussion (fiction or non-fiction), that provide opportunities to recount and engage in verbal interactions. It would be possible to access a wide variety of visual and written texts perhaps with simple captions. An idea would be to use different effects to order and reveal information systematically.
• Videos – children can follow storylines or listen to a dialogue and at times discuss the plot.
• Slideshows – provide a series of images.
• Desktop computers/tablet computers – listen to stories and/or follow instructions. Additionally, it may involve opening programs, navigating around the screens, and reading instructions.

 

 

 

Connecting Technology and Language Development with Ease

• Supporting language development in children gives them the ability to:
• Express and understand feelings.
• Think and learn.
• Solve problems.
• Develop and maintain relationships.

• Encourage children to use language to describe and explain their ideas.
• Join in children’s play and model reasoning, predicting and reflecting processes and language.
• Understand that competence is not tied to any particular language, dialect or culture.

• Engage in enjoyable interactions using verbal and non-verbal language.
• Use language and representations from play, music and art to share and project meaning.
• Are independent communicators who initiate Standard Australian English and home language conversations and demonstrate the ability to meet the listeners’ needs.
• Exchange ideas, feelings and understandings using language and representations in play.
• Use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas.

 

 

What are Effective Communication Strategies in Preschool?

• Following the direction of another’s gaze, facial expression, body language, gestures, and voice tone
• The context and culture, what’s happening in the environment at the time, what has just happened and what is going to happen next
• The knowledge we have about a person’s interests and preferences and prior behaviour
• Our recall of similar past experiences
• Interpretations dependent on our own emotional states
• Sounds, words, grammatical formation of sentences and inferences
• Symbols, signs and written language.

1. Effective assessment of communication requires a clearly defined purpose.
2. Communication is multifaceted and each element may require specific assessment.
3. Communication assessment may include both formal methods (for example, standardised tests) and informal methods (for example, observation tests, parent and teacher checklists).
4. Assessment of communication considers the multiple languages and communication systems that a child may use, to gain a holistic understanding of communicative competence.
5. Assessment of communication includes children’s own reports, evidence from families and multiple sources of information in a range of settings.
6. Assessment of communication considers a child’s functional use of language and participation in daily life as a communicator.
7. Assessment of communication is an opportunity for multidisciplinary collaboration.

 

 

 

 

 

 

How you can support and enhance Emergent Literacy with Technology?

• Interest and enjoyment in print — handling books and relating them to their stories or information.
• Print awareness: how to handle a book, reading from left to right. Your child recognizes pictures and some symbols, signs, or words.
• Interest in telling and listening to stories. They attend to, repeat, and use some rhymes, phrases, or refrains from stories or songs.
• They make marks and use them to represent objects or actions. An understanding that words are made up of letters, recognizing letters when they see them.
• Your child comprehends meaning from pictures and stories.

• Oral language – vocabulary and conversation skills.
• Print awareness – awareness of the functions and usefulness of print.
• Book knowledge.
• Alphabet knowledge – identification of letter names and sounds, numerals and shapes.
• Phonological awareness – awareness of words, syllables, rhyme, and sounds within words.

• Enumeration and understanding of the quantities 0-10.
• Measurement and estimation using standard and non-standard units.
• Comparing, seriating and categorising objects based on physical  attributes.
• Understanding concepts related to measurement and geometry, for example, length, weight, volume, area.

• Consider the use of ebooks, videos, digital slide shows, ‘wonder of the day’ online entries and more along with printed books to stimulate language development and conversation in the classroom.
• Be aware that popular apps for teaching reading may focus primarily on decoding skills (such as letter identification and phonics); research on literacy shows that learning to read involves a focus on vocabulary development, comprehension and oral language skills in addition to decoding skills.
• Remember that the technology world is changing every day, but that the needs of students, who may be advanced digital navigators and still emerging readers, are not.
• Rely on your craft knowledge and research on effective literacy instruction to separate the fashion of the day from promising innovations.
• Integrate new tools with proven approaches that already work to become a strong early literacy educator.

• Is the interest level appropriate for this child?
• Is the content level appropriate for this child?
• Do these two levels match each other?
• What are the children actually doing when they use this?
• Would they be better employed in a ‘real-life’ version of this activity?
• What do I hope to achieve with the children who are using this software?
• Are there opportunities for creativity, self-expression and language extending talk?

• Do the ICT activities for preschoolers in my setting encourage collaboration?
• How can I enrich the quality of interaction and conversation around these activities?
• Are there any ways in which I can make ICT equipment more accessible?

• Do I routinely set up ICT activities in the role play areas?
• Are digital cameras and control toys available, or just on ‘special’ occasions?

• How active are the children – mentally or physically – in their engagement with ICT in my setting?
• Is there any software I should introduce to give children control?
• Is there any software I should sideline because it keeps children ‘passive’ in their learning?

• Can I make children’s access to ICT more simple and intuitive?
• Look carefully at the software you use in your setting. Discuss it with the children: What is hard to do? What is really easy? What would you like it be able to do if you had three wishes?

• Is equipment safety set up, with no trailing wires or unprotected sockets?
• Are children aware of the danger of dazzling from projector beams?
• Are children encouraged to set well at the computer?
• Are ICT issues included in our health and safety policy?

1. ICT is a tool that many children are familiar with;
2. ICT provides motivation for children to learn to read and write;
3. ICT can aid in teaching and learning as the research evidence suggests;
4. It is no longer enough to teach children traditional text. They need to become familiar with a range of text that adults use today.

• Whole class brief on the context and activity;
• Detailed explanation to each group when they were ready to work on the activity;
• Careful choice of pairs to work on the computer;
• A review of key points with the group afterwards.

 

 

Can ICT help children to read?

1. Increases children’s word reading accuracy both in and out of the context of the story;
2. Improves their understanding of the stories;
3. Supports them by offering them access to the meaning of the stories and the way sentences work.

• Gives them an overview of the story prior to reading it;
• Supports children’s independent reading by sounding out unrecognised words;
• Making the features of narrative explicit;
• Encouraging collaborative reading in front of a public page.

• Computers and printers can help children make signs, banners or posters;
• Help weave together words and pictures. For example, putting captions on the end of photos helps to develop children’s written language skills;
• ICT supports children’s storytelling by allowing them to dictate words that go with their pictures. They could also record their voices.

• Tell stories from start to finish and answer questions about those stories.
• Put together more difficult sentences with conjoining words such as ‘if’, ‘and’, and ‘when’.
• Understand and be able to carry out tasks said by others.

• Understand the concepts (same and different).
• Speaks in sentences of 6 or more words.
• Asks a lot of questions.
• Speaks clearly enough for others to understand.
• Often ask the when, how and why questions.
• Begins to use comparatives correctly (fast, faster, fastest).
• Able to re-tell a story.
• Repeats words with more syllables.
• Enjoys engaging in pretend play.
• Understand between two and three instructions.
• Names familiar objects and animals.
• Pays attention while listening to a story.
• Correctly names and identifies shapes and colours.
• Uses because and so correctly.
• Speaks in sentences and uses many different words.
• Answers simple questions.
• Tells stories.
• Talks constantly.
• Enjoys talking and may like to experiment with new words.
• Uses adult forms of speech.
• Takes part in conversations.
• Enjoys jokes, rhymes and stories.
• Will assert self with words.
• Pronunciation of words are clear.
• Uses many descriptive words while talking.
• Uses language to tease and tell jokes.
• Understands sequence of events.
• Overall speech should be grammatically correct.
• Uses future tense.
• Tells longer stories.
• Says name and address.

 

 

 

 

 

Application of Strategies for Literacy, Language, and Communication Development

Start applying these strategies today by embedding our language and literacy development activities for preschoolers.

We have divided this online workshop for early childhood educators into two sections. This is in accordance with the Statutory Framework (DfES, 2012a as cited in Dryden, 2017) which states that it is necessary to separate communication and language development from literacy development.

1. Communication and Language Development.
2. Emergent literacy development.

Read on to discover how to gain instant access to these language development activities.

 

Communication and Language Development Activities

The Early Years Learning Framework recognises the importance of communication and language development by promoting responsive practices and principles. If you teach, however, in the Early Years Foundation Stage you would also be aware that “the development of children’s spoken language underpins all seven areas of learning and development” (gov.uk).

 

Today, language acquisition in the digital age is aided by the two-way use of communication technologies – the ‘CT’ in ICT! As early childhood educators, it is significant to understand that while children are listening to speech in their own home environment, their speech does not develop adequately without two-way communication.

 

Your challenge is to ensure that all children have access to a stimulating and diverse range of verbal expression and that they begin to develop a wide vocabulary.

 

Throughout this section of the workshop for early childhood educators, we provide you with purposeful preschool technology lesson plans to develop language and communication skills in young children. They provide open-ended opportunities for young children to communicate with their peers and with adults.

The language development activities that you have access to will encourage you to meet the following early childhood teacher standards:

 

• (APST 2.5.2) - Submitting a plan for learning and play that encourages children to be effective communicators in a range of ways and;
• (APST 2.6.2) - That incorporates sensitive and responsive use of technologies relevant to the age and interests of the children.

Discuss how ICT supports children’s thinking and learning across a range of learning experiences.

• (APST 3.4.2) - Plan should demonstrate how you selected the ICT resources to engage in meaningful learning across a wide range of experiences

 

In this section of the online workshop, you will be able to download the following language development activities/lesson plans for preschool in these topics covered below (2 sample activities are provided here, but many more are added in the online workshop):

Theme/topic	Language & Communication Development Activities
How early childhood teachers can promote language development?
What is communication and language development in Early Childhood?
What is communication technology in early childhood education?	Walkie-Talkie Activity: can be used for children with EAL to encourage them to engage in sustained conversations. Video conferencing activity: Organise with another preschool/kindergarten group to video conference. Plus 8 more language development activities!
How to create a language-rich ECE learning environment with technology?
Communication competencies in ECE with ICT	Creative play with ‘drawing and painting’ software/apps (Visual expression) Predictive text activity – explaining and demonstrating how smartphones use predictive text. Plus 8 more language development activities!
How to plan for communication competencies?
Dual language learners and ICT	Digital storytelling with apps or programs Add speech bubbles or labels to digital photos of children's people, places and things to create class books. Plus 8 more language development activities!
Language development, Technology and Relationships
Strategies to encourage language experiences with ICT	Role playing with working/non-working digital technologies Creative name writing with a drawing and painting software/app. Plus 8 more language development activities! Click to download

 

Literacy Activities for Preschoolers

While ICT is never a good substitute for a highly qualified educator, it certainly is weighing heavily on the classrooms of every child’s education across the globe. Literacy according to the EYLF includes a range of modes of communication including music, movement, dance, storytelling, visual arts and drawing along with talking, listening, and writing.

 

Earlier on, I highlighted the first stage of literacy development in early childhood education – Emergent literacy. It is an important aspect of communication and is vital for successful learning across the curriculum.

 

Included in the second section of this online workshop for early childhood educators are literacy activities for preschoolers that 1) focuses on literacy development and 2) develops ICT capabilities in the early childhood learning environment.

 

Like the language and communication activities for preschoolers above, I have embedded literacy activities for preschoolers in most of the topics/sessions covered such as the following.

 

Topics/Themes	Activities/lesson plans
What is emergent literacy in early childhood education?
Stages of emergent literacy
The Role of digital play in developing emergent literacy
ICT tools and media for emergent literacy development
Digital Literacy in early childhood education
Reading Competencies in the digital age
Strategies for literacy development in ECE