Early Interventions
Speech, Language and Communication
Expression
Vocabulary Development
Use the “Language Wheels” below to support you in planning for vocabulary development
during continuous provision.
Planning for vocabulary development using Language Wheels
Language wheels:

provide a way of planning for vocabulary development, introducing simple words first

give the practitioners some ideas about the type of words they need to be
encouraging and using, when commenting, and what questions to use when planned
in

ensure that all adults, including parents, interacting with the child are using the same
words (this can also minimise the impact of different language/literacy levels amongst
these adults)

introduce words that are useful for the child to learn and provide a meaningful context
for these words to be reinforced (the same opportunities might not naturally occur
during self-directed free play) “Hearing the same words and sentences repeated in
the same context each day will provide a solid base of simple language structures
that children can later build on” (ECaT)

ensure that the range of vocabulary represents the diverse cultural backgrounds of
the children in the setting, helping to maintain the home languages where appropriate

provide a means of introducing and using words in context

allow comments rather just questions

encourage interaction between adults/children and children with each other

contribute to a print-rich environment and reinforce the links between written and
spoken language
Language wheels used in routines

If adults use shared and consistent names for times of the day, it helps children to
learn the vocabulary and expectations

Understanding everyday routines and tasks will encourage independence/selfesteem because a child can do things for himself

Language wheels are a way of introducing of the language of sequencing in a
meaningful way
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Using language wheels
•
Model the words, using them in context, e.g. repeat and affirm what the
child says emphasise certain words that you want the child to notice
expand, by adding extra words to the child’s sentence (recasting) model
back part of the sentence if the child uses a long sentence but don’t interrupt the flow
of conversation ask the child to repeat back your model
•
use a variety of multi-sensory activities, allowing the child to explore objects in a
variety of ways, using all their senses
•
use books to reinforce vocabulary in different contexts
•
involve parents so that the same vocabulary is reinforced at home (particularly if
helping to maintain home language)
•
aim to improve the child’s understanding of the word and other words associated with
it through describing objects discussing where an object might be used talking about
how an object might be used thinking about other items associated with it
•
use culturally appropriate resources in your setting
•
give children opportunities to talk so that they can develop their understanding of how
to use these new words in different situations
•
talk/give a running commentary using the targeted language
•
involve all adults in producing the language wheels, so that there is a shared
understanding
Language Wheels:
Baking
Number Activities
Book Corner
Outdoor Play
‘Boris’ Book
Outdoor
Construction
Sand
Malleable
Small World
Mark Making
Water Play
Musical Instruments
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Every Child a Talker
Language Wheel
Baking
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Every Child a Talker
Language Wheel
Book Corner
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Every Child a Talker
Language Wheel
‘Boris’ Book
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Every Child a Talker
Language Wheel
Construction
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Every Child a Talker
Language Wheel
Malleable
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Every Child a Talker
Language Wheel
Mark Making
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Every Child a Talker
Language Wheel
Musical Instruments
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Every Child a Talker
Language Wheel
Number Activities
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Every Child a Talker
Language Wheel
Outdoor Play
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Every Child a Talker
Language Wheel
Outdoor
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Every Child a Talker
Language Wheel
Sand
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Every Child a Talker
Language Wheel
Small World
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Every Child a Talker
Language Wheel
Water Play
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