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The teaching of phonics has become more and more prominent in recent years following the introduction of the phonics screening test in year one. Unfortunately, the drive to teach phonics is being pushed down through the Early Years age bracket, seeing more children begin to learn letter sounds at a younger age. You may even have heard reports of children as young as two being taught phonics in nursery.
However, before we even think about the formal teaching of phonics, we have a responsibility to ensure children are ready. This ‘readiness’ is something that can be prepared for through daily practice which is aligned to the level of development of the children. It’s vital to remember that all children join settings at different stages, with varying levels of knowledge and experience. Therefore, as a result, not all children will be at the same stage in their learning. In recognising this, we can tailor the teaching and learning in the setting to the stage of the child rather than their age.
Before phonics, there are vital skills children need to have mastered in order to be ready for more formal learning. Think of this as pre-phonics. For example, in order to get the most from phonics, children need to have the capability to sit for a period of time, focus, concentrate and understand. Not all children will be ready for this at the same time. Similarly, children need to have a strong foundation in communication and language skills. As with building children’s focus and attention, we can develop children’s language through quality interactions and an enabling environment that is conducive to play and learning. Here, we come back to the child as a unique learner – some children in the setting may have speech, communication, and language needs and, in this case, will find learning letter sounds more challenging. As inclusive educators, this is something we need to consider, and this might mean consulting with speech and language therapists, health visitors, and teachers in the school the child will be attending.
Supporting children with their phonic knowledge starts with an understanding of the Early Years Foundation Stage (EYFS), recognising that children pass through different stages of their learning prior to being ready to know letter sounds. Prior to this, educators can nurture valuable skills through play-based learning. Children thrive when given opportunities to engage in periods of uninterrupted play – this is how focus, attention, and concentration can develop. An understanding of the value of play-based learning is useful in acknowledging that children don’t just have to be sitting on the carpet or at a table to learn.
This support for pre-phonics learning continues with the facilitation of an enabling environment that promotes talk. As educators, we can act as role models, scaffolding children’s communication and language development as we play alongside them, introducing a narrative, or commenting on their play. This encourages serve and return conversations between adult and child, develops vocabulary, and enables children to hear the correct pronunciation of letters and words. This can be encouraged through an environment that inspires children to play, be curious and explore the world around them. When children are exposed to creative, inspiring experiences, opportunities for awe and wonder evolve. Children become excited by what’s around them, keen to ask questions, think together, and discuss their experiences. There are many ways this could be promoted but some ideas include:
Just as important as time to talk is time to listen, to tune in to the conversation as well as sounds in the environment. We can model these listening skills, demonstrating active listening when children are talking to us, drawing their attention to sounds, and playing listening games. These are all simple, no-cost activities that can prepare children for the transition to formal phonics teaching.
Alongside these experiences, the environment can encourage interest in signs, logos, and symbols which can inspire discussion and early literacy skills. It’s always surprising to see how many logos children recognise and we can perhaps forget that this is the start of reading, knowing that print carries meaning. Another focus for pre-phonics learning can be through the books and other reading materials children can access throughout the provision. Start with an audit, considering how diverse the books in your setting are and whether there is a need to bring in more opportunities for children to see themselves and their communities represented. Think about where children can have quiet time to read and ensure books are available in spaces other than the book corner. Books are a valuable resource in encouraging children’s communication and language development and preparing them for later phonics teaching. Similarly, songs and rhymes are a key way to begin to embed skills such as sound discrimination, rhythm, and language play. They also introduce concepts such as alliteration, repetition, and volume. This can be extended with the use of instruments or through body percussion.
To encourage literacy development further, reflect on the opportunities for mark-making and writing your setting provides. Children are more likely to engage if it’s meaningful and fun, with opportunities throughout the provision rather than solely in a designated mark-making area. Think about the resources you are providing and how they are used – this is where it is useful to spend time observing, and considering how children are interacting in the environment.
Finally, it’s important to remember that phonics is more than letter sounds. That is the end destination but we have a role to play in getting the children there. The foundation of this lies in stories, songs, talk, and time for play. In doing so, we give children the best start with wide vocabularies, banks of songs, a love of learning, and being curious.
We have some amazing Flashcards to support you and your children with the phonetical journey.