Impact on Language and Communication (Oracy)

Storytelling combines Play with Quality Interactions, leading to greater language development

According to a study carried out in 2013, language ability in early childhood is the single best predictor of school readiness and later school success (Hoff). For those of us working in early years, we’re well versed in the importance of language and communication. But while phonics continues to feature prominently in the framework, it can feel like there is less time for creating the quality interactions that make the biggest impact. 

“Both sensitive and stimulating interactions with the teacher and the instructional quality aspects of the pre-kindergarten classroom predicted the acquisition of language, pre-academic, and social skills through the end of the kindergarten year.”
(Burchinal et al., 2008).

Quality interactions that centre around language are therefore key.

In early childhood education, we know that play is the best way to engage a child in learning. The Tales Toolkit approach has storytelling at its core because telling stories is about playing with language, putting oracy and communication at the forefront of quality interactions. Researchers agree that storytelling is powerful.

Studies generally believe that the effectiveness of storytelling relies on the fact that it is fun, engaging and highly memorable, raising learners’ interest in listening to stories, as well as in speaking, writing and reading about them (e.g. Atta-Alla, 2012, Kim, 2010; Wajnryb, 2003). Tales Toolkit empowers educators with the skills for storytelling, enabling them to scaffold language development while nurturing creativity and imagination. As children immerse themselves in imaginative exploration, their learning extends into all areas of the EYFS with language at the top of the pile.

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Selective or Situational Mutism and Tales Toolkit

For early years practitioners navigating the complexities of selective mutism or situational mutism, Tales Toolkit has been a revelation. We hear stories from teachers about children who have been inspired to speak publicly for the first time during a Tales Toolkit story. We believe the huge steps forward taken by these children is about the creation of a safe space where there are no wrong answers. Where they were previously struggling to communicate, the children feel not only safe but inspired to join in and be creative.

“A girl in Nursery is very reluctant to speak, but she drew and told me her story. It was amazing, first time I heard her speak in sentences.”
Rachel Lloyd, Nursery Teacher

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Exposure to a diverse range of stories is best

“Studies continue to confirm that the development of vocabulary and syntactic complexity in language are more advanced in children who are frequently exposed to a variety of stories.”
(McGrath et al., 2004)

Tales Toolkit encourages educators to create stories with the children regularly and to use a variety of stimuli. By bringing together familiar items from home with abstract or new items, the children are able to explore ideas in a free-flowing way. Familiar items from home or things that relate to a child’s background will increase engagement and make sure all children feel included. While exposing them to new ideas during storytelling sessions makes exploration exciting and safe.

As McGrath said above, diverse stories will lead to greater language and communication skills.

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