2.2 Identify the role of the adult in these activities

This guide will help you answer 2.2. Identify the role of the adult in these activities.

Supporting young children in developing talking and listening skills is a key responsibility in the early years setting. Adult involvement can make a big difference in how a child learns to communicate effectively. Children need opportunities to practise their skills, and adults create these opportunities, guide interactions, and model language.

Talking refers to the child’s ability to form words, string them into sentences, and express thoughts or feelings. Listening is the ability to hear, process, and respond appropriately to what is said. Both skills are important for building relationships, learning, and general communication.

Adults are more than supervisors in activities aimed at developing these abilities. They play an active part in setting up the environment, engaging with children, and guiding responses. They give feedback, encourage turn-taking, and make sure all children are included.

Creating an Enabling Environment

Children thrive when the surroundings are rich in language opportunities. Adults set up quiet spaces to support listening and provide interesting materials that invite conversation.

An enabling environment might include:

• Comfortable areas with cushions or rugs where small groups can talk
• Displays featuring words, pictures, and signs to stimulate discussion
• Accessible books chosen with the child’s interests and age in mind
• Small world play resources such as toy figures or animals for role play conversation

Adults arrange these settings so children feel relaxed and willing to engage. They reduce background noise when listening activities are planned. They ensure all equipment is safe and age-appropriate.

Modelling Language

Adults often act as role models for speech. When an adult uses clear pronunciation, varied vocabulary, and proper grammar, children absorb this and imitate it.

Ways to model language include:

• Speaking slowly and clearly so sounds are distinct
• Using descriptive words, such as “the big, round ball” instead of simply “ball”
• Expanding on a child’s short sentences by adding extra detail
• Using questions to encourage a child to speak more

Adults must balance correction with encouragement. Instead of directly pointing out errors, they repeat the word correctly in a natural way.

Encouraging Participation

Some children may be shy or reluctant to speak. The adult’s role here is to create open, non-threatening opportunities for participation.

Practical steps include:

• Inviting each child to share something with the group
• Praising contributions warmly
• Knowing each child’s interests and using them to spark dialogue
• Avoiding rushed activities that cut discussion short

Children respond better when they feel their input is valued. Adults give enough time for thinking before answering rather than moving on quickly.

Supporting Listening Skills

Listening requires concentration and understanding. Adults help children by setting clear expectations and using methods that keep them focused.

This may involve:

• Giving direct eye contact when speaking to a child
• Using gestures to support words
• Breaking information into short, simple chunks
• Asking children to repeat instructions to check understanding
• Encouraging children to listen carefully to peers during group activities

Adults mitigate distractions. They position children where they can hear clearly. They repeat or rephrase information if needed.

Balancing Group and Individual Work

Children develop talking and listening skills in both group and one-to-one settings. Adults decide which type of interaction suits a particular purpose.

In a group, talking and listening activities help with social skills such as turn-taking, patience, and respect. Adults guide the group, make sure everyone gets a turn, and help children listen to each other’s ideas.

In one-to-one work, adults can focus on a child’s personal needs. They adapt language levels and pace to match abilities. They give undivided attention, which can help build confidence in quieter children.

Using Play to Stimulate Language

Play is a natural way for children to practise communication skills. Adults engage in play activities and subtly guide language development without making it feel formal.

Activities include:

• Role play in a pretend shop or café
• Construction play with blocks, where conversation can describe shapes, colours, and structures
• Art and craft, asking children about their creations
• Story retelling using puppets or props
• Singing interactive rhymes that involve responding to prompts

Adults join in the play as partners rather than directors. They encourage children to lead scenarios and prompt them with relevant questions.

Observing and Responding

Observation is a critical part of the adult’s role. Watching how children use talking and listening skills helps spot strengths and areas for support.

Adults look for:

• How often a child contributes in a group
• The clarity of speech sounds
• Ability to listen to full instructions before acting
• Enjoyment in conversation and responding to peers

After observing, adults adjust plans. For example, a child struggling to follow group conversation might benefit from smaller group discussions before returning to bigger groups.

Scaffolded Support

Scaffolding means providing the right amount of help to allow children to succeed but still challenge themselves. Adults adapt support as skills grow.

For talking skills, scaffolding might mean helping a child find words to describe what they see. The adult might start the sentence and let the child finish it.

For listening skills, it might involve asking guiding questions to check understanding, then slowly reducing this support so the child listens without prompts.

Building Confidence

Confidence is key to using talking and listening effectively. Adults encourage this confidence at every stage. Without it, children may speak less and avoid listening activities.

Ways adults boost confidence:

• Using positive reinforcement for every effort
• Avoiding criticism of mistakes during speech
• Showing genuine interest in what the child says
• Encouraging talking during everyday tasks like snack time

Confidence grows when children feel safe to express themselves without pressure.

Being Responsive to Diverse Needs

Children come from different backgrounds and may have varying abilities or learning needs. Adults must adjust their approach for each child.

Adjustments can involve:

• Using visual aids alongside spoken words for children with hearing difficulties
• Simplifying language for those learning English as an additional language
• Giving extra time for processing and responding
• Collaborating with speech and language specialists where needed

This responsiveness increases inclusion and helps every child take part fully.

Linking Activities to Real-Life Situations

Children learn best when they see a purpose for their talking and listening skills. Adults create links between activities and real-world situations.

For example:

• Talking about food during snack time
• Listening to instructions before a group walk
• Discussing emotions during story time
• Using role play to act out everyday tasks like getting dressed or going shopping

Adults help children connect words and actions, which supports comprehension and conversational flow.

Maintaining Engagement

Children lose interest quickly if activities feel too long or repetitive. Adults keep engagement high by varying tasks and introducing plenty of choice.

Methods include:

• Adding movement to listening games
• Offering props for storytelling
• Swapping between indoor and outdoor activities
• Using music to signal changes in activity

By making activities lively and varied, adults hold children’s attention and keep participation active.

Working with Families

Families are an important part of children’s language development. Adults in early years settings share ideas with parents and carers about how to encourage talking and listening at home.

This involves:

• Suggesting simple games or songs
• Encouraging regular reading
• Sharing progress made in the setting
• Advising on reducing background noise during conversations at home

Partnering with families helps children receive consistent support.

Evaluating Effectiveness

Adults review how well activities meet their aims. They note whether children are showing more confidence, using a wider range of vocabulary, or listening more closely.

If progress is slow, adults adjust activities. They might simplify tasks, make them more interactive, or add more time for repetition.

Evaluation can be carried out through:

• Written observations
• Speaking with colleagues
• Asking children what they enjoyed

Final Thoughts

Adults in early years settings have a central role in helping children develop talking and listening skills. They create opportunities, model language, support confidence, and make activities engaging. Their actions influence how children view communication.

Skilled adults listen as much as they talk. They understand that each child’s pace and style of learning are unique. By providing patient, responsive support, they help children build the abilities needed for school, friendships, and later life. The care, encouragement, and structured input that adults give during early years activities can leave a lasting positive impact on a child’s ability to express themselves and listen well.