6.1. Describe appropriate talking and listening games

This guide will help you answer 6.1. Describe appropriate talking and listening games.

Talking and listening games are activities that help children develop speech, language and communication skills. These games encourage children to speak, listen and respond to others. They also build confidence in verbal communication and social interaction.

In early years settings and playwork environments, talking and listening games support key areas of the Early Years Foundation Stage. They promote listening skills, turn-taking, understanding of instructions, and the ability to express ideas.

Games should be age-appropriate, safe and engaging. The aim is to give every child a chance to participate, practise and enjoy communication.

Why Talking and Listening Games Are Used

These games are used to:

• Develop vocabulary
• Improve sentence structure
• Support active listening
• Increase confidence in speaking
• Promote social skills like sharing and turn-taking
• Encourage creativity and imagination through role-play or storytelling

For younger children, the focus is often on simple listening cues and basic conversation. For older children, games become more complex with longer verbal exchanges.

Key Features of Appropriate Games

An appropriate talking and listening game will:

• Match the child’s developmental stage
• Be inclusive, allowing all children to take part
• Have clear, simple rules explained beforehand
• Include opportunities for children to listen carefully
• Include opportunities for children to speak and express themselves
• Allow repetition so skills can be practised
• Be fun to sustain engagement

Games can be structured with strict rules, or free-flowing to encourage creativity. The key is to balance speaking and listening so children practise both skills.

Examples of Talking and Listening Games

Below are examples suitable for early years and children’s playwork environments.

Simon Says

One person gives instructions beginning with the phrase “Simon says…”. Children only follow the instruction if that phrase is used. If the instruction is given without “Simon says”, they should not follow it. This builds listening and concentration skills.

• Works well for ages 3–7
• Encourages careful listening before acting
• Simple rules that are easy to grasp

I Spy

One child says “I spy with my little eye something beginning with…” followed by the first letter of the object. Others guess the item. This develops vocabulary and thinking skills.

• Suitable for small or large groups
• Strengthens letter-sound recognition
• Helps children form and answer questions

Story Circle

The group sits in a circle. One person starts a story with a short sentence. Each child adds a sentence in turn. This helps with sequencing, imagination and active listening.

• Allows creative freedom
• Strengthens narrative skills
• Encourages mutual respect for each speaker’s turn

Guess the Sound

Use recorded sounds or make sounds with everyday objects behind a screen. Children guess what made the sound. This develops auditory discrimination and attention.

• Engaging for younger children
• Useful for learning about different environments and objects
• Promotes focused listening

Who Am I?

The leader describes a famous person, animal or character in short clues. Children guess who it is. Clues should be age-appropriate and clear.

• Encourages listening for details
• Helps children connect clues to known concepts
• Works well as a team activity

Group Management in Talking and Listening Games

Good group management is important to make sure the games are productive and positive. The worker should:

• Explain rules clearly before starting
• Give a demonstration if needed
• Use positive reinforcement for good listening and speaking
• Manage noise levels to keep the game focused
• Watch for children who may be shy and support their participation
• Keep groups small for younger children to aid concentration

These steps create a safe and relaxed environment where children can learn through play.

Adapting Games for Different Ages

For younger children aged 2–4:

• Use shorter instructions
• Include movement alongside talking for physical engagement
• Keep rounds short to match attention span

For children aged 5–7:

• Increase complexity of instructions
• Add more descriptive language
• Include rules that require remembering previous steps

For children aged 8+:

• Add strategy elements
• Encourage use of wider vocabulary
• Use themes that match their interests, such as current hobbies or school topics

Inclusion in Talking and Listening Games

Inclusive practice means every child can access and enjoy the game. This may involve:

• Using visual prompts for children with hearing challenges
• Speaking clearly and at a steady pace
• Allowing extra time for responses
• Encouraging peer support by pairing children together
• Offering alternative communication methods such as gestures or signs
• Using culturally relevant language and themes

The worker should consider each child’s abilities and background when choosing or adapting games.

Connecting Games to Communication Development

Talking games help children learn to express ideas, describe objects, tell events and ask questions. Listening games improve understanding, memory, responding appropriately and interpreting tone of voice.

Many children develop these skills naturally during games. Some may need extra support, such as repeated instructions or visual aids.

By linking games to communication goals, workers can plan activities with purpose, such as:

• Expanding vocabulary: I Spy and Guess the Sound
• Improving sentence structure: Story Circle
• Enhancing listening focus: Simon Says and Who Am I

Supporting Emotional and Social Skills

Talking and listening games help children practice patience, empathy and respect. Waiting for a turn teaches self-control. Listening attentively to others shows respect and interest. Expressing ideas in a game builds confidence to speak in other situations.

Group games also provide chances to build friendships and trust between children. They can feel valued when their contributions are heard.

Handling Challenges During Games

Children may become distracted, lose interest or speak over others. The worker can reduce these problems by:

• Keeping sessions short and lively
• Mixing games to maintain interest
• Setting clear boundaries for speaking and listening
• Encouraging quieter children to speak without pressure
• Gently reminding louder children to let others talk
• Using signals like a toy or object that is held by the person speaking

These techniques keep the atmosphere positive and respectful.

Safety and Wellbeing Considerations

Safety in talking games is often about emotional wellbeing rather than physical risk. Consider:

• Choosing themes and topics that do not cause upset or distress
• Avoiding language that is confusing or frightening
• Keeping competition friendly to prevent bad feelings
• Supporting children who may feel shy or anxious

For physical games that involve movement, such as action songs, make sure space is clear and supervised.

Examples of Games for Different Settings

In a nursery setting:

• Simon Says with simple movements
• I Spy using colours instead of letters for very young children
• Listening to animal sounds and matching them to pictures

In an after-school club:

• Guess Who Am I with popular fictional characters
• Story Circle using themes like superheroes or adventures
• Debate-style games with simple topics for older children

In outdoor playwork:

• Listening to environmental sounds in a sensory walk
• Call-and-response games like echo songs
• Large group storytelling with props found outside

Tips for Creating Your Own Talking and Listening Games

Workers can adapt existing games or create new ones. Points to remember:

• Start with the aim, such as practising listening or learning new words
• Keep rules minimal so children can focus on communication
• Use interesting subjects from children’s lives
• Include movement or props to make the game more engaging
• Test the game with a small group first and adjust as needed

This flexibility means games can be tailored to specific children and contexts.

Linking to Learning and Development Standards

Talking and listening games connect to communication and language outcomes in the Early Years Foundation Stage. They also support personal, social and emotional development by improving relationships and self-confidence.

Documenting the games used and observations of children’s participation can help with assessment and planning. It shows progress in both speaking and listening skills.

Final Thoughts

Talking and listening games make communication fun and engaging for children. They allow children to practise speech, listen actively and interact positively with others. The games can be simple or more complex depending on age and ability. They can be adapted for different environments and needs.

Strong speaking and listening skills are important for all areas of learning. Games that develop these skills are an effective tool for workers in early years and playwork settings. By choosing age-appropriate and inclusive games, and by supporting each child to take part fully, workers can create active, joyful learning experiences that help children grow in confidence and ability.