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Speaking Activities

Activities for Developing Speaking Skills in Early Childhood
The activities here below are just examples of what can be done in developing speaking skills
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Story telling
Children get great enjoyment from listening to stories
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Until the child has acquired at least a basic understanding of a second language, stories can be
enjoyed in a first language
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In order to promote speech children should be encouraged to retell the story,
answer questions from the story or discuss various components of the story such as characters,
settings, among others
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Using a series of pictures, which together
make a story, is a good aid to storytelling
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These are very useful
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

Vary your voice and make it as interesting as possible
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For example for a lion you can use a “roaring” voice, a
“singing” voice for a bird etcetera
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

Use of drama, even in a limited way, also makes storytelling interesting and increases
children’s involvement
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

Keep the language within the understanding of the children
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

Keep the story short and to the point because young children lose interest very quickly
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

Choose a story that does not have many characters
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

Once you have introduced a story, ask questions to check children’s understanding and to
encourage them to express themselves
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Instead ask questions like
“What can you see?” and “What do you think he is doing?” etcetera
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Storytelling should provide enjoyment
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Children can act out various characters
in the story
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It is easy for children to dramatize in their first
language
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Drama in a
new language should be simplified
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The use of drama promotes oral language
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Pictures
Pictures drawn on blackboards, charts or taken from books are useful in getting children to talk
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The use of questions stimulates children to talk
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Some useful questions include:


What can you see in the picture?



What are the people doing?



What are the children doing?



What do you do at home?



What animals can you see?



What animals do you have at home?

Walks and visits
Field walks and visits are important opportunities for speech
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The teacher
can prompt children to discuss various things in the environment
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They find it difficult to talk in front of others
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A glove puppet is a face or shape that can be worn on the hand to
represent a character in a puppet play
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Masks
Masks can be used in a similar way to puppets
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By so doing, the child can easily join in drama activities in the classroom
and develop fluency of language
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Games,
dramatic play, block play, songs, and stories can all be focal points- with the adult being the
catalyst for productive communication
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Tell stories, make up rhyming words, sing the alphabet song while you wait,
count fingers, toes, or the number of children, and talk about colors
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Sitting around a
table with other children as an adult peels an orange, cuts an apple, or divides portions can be
powerful language stimuli
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Classroom Activities- Reading books, acting out familiar stories, making rhymes, singing
songs, having children make up stories and "write" books are not new activities, but they
certainly promote language and speech
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Telling a child
"No, that's wrong" does not encourage a child to try again
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Instead, make a child want to communicate because the interaction is rewarding
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Because it's important to give the child lots of opportunity to use language, silence may
be part of the communication strategy
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When John doesn't answer, she says, "John, do you want help with your coat?" John nods
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" John says a word approximating coat, and the caregiver
says, "Yes, coat
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"

When John, who uses many two and three word sentences, says something to the caregiver, she
listens to what he says with her whole attention
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When he
tells her, "Falled down," she replies, "Yes, I saw that Janie fell down, but she's okay
...
)

Self-talk: Talk about what you do as you do it, like a television chef who describes every step of
the cooking process for the audience
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Now I'll put the forks on the table
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" (During this one-sided conversation, pause after each
statement so that John can respond
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"John, you put
the books away so carefully
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"

Corrective echoing: When John says, "Her frew dat ball
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She
threw the ball
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)

Language enrichment: Listen, expand and model what John and other children say
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Example
Caregiver: "Good morning John
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Do you want to take her
coat off?"
John:

"Me do
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"

Caregiver: "I know you can take her coat off
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"
John:

"Wed shoes
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)
Caregiver: "I like those new red shoes
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"

Allen, K
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(1992)
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Delmar Publishers, Albany NY
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E
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Tessier, and V
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(1987)
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Merrill Publishing Company
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and McWhinney, B
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The Handbook of Child Language
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A
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Golinkoff, M
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, and Kath, L
...
How Babie3s Talk: The Magic and Mystery
of Language in the First Three Years of Life
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Lenneberg,

H
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(1995)
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Vol
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New York: The UNESCO
Schwab, S
...
H
...
(1996)
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Woodbine House, Bethesda MD
Curtis, A
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(1984) Learning to read and write
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Oxford University Press; Nairobi

Kitonga E
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Early Childhood Development and Education Syllabus
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Early

Childhood

Development

and

Education

Handbook
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(1981)
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and Wanjohi, S
...
Language Development in Early Childhood Education
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Wanjohi, G
...
Factors Contributing to Vocabulary Spurt in Children in Kenya

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