The words we use in conversation and writing are embedded in our memory. We recall the words instinctively without realising where they come from. As children grow up new words are introduced to our vocabulary as we interact with family, friends, teachers, and those around us.
As a child, I remember a school trip to an animal park when I was 5 years old and seeing a peacock for the first time. Its stunning plumage was captivating and the sound it produced was very evocative.
Yet, how did I know it was a peacock? I don’t remember the word ‘peacock’ slotting into my memory banks but I recall the teacher talking about the wildlife. She was animated and excited as we walked through the park. There were opportunities for us to ask questions and we talked freely about what we saw.
When we returned to school, the teacher used the school trip to develop our word skills through art, storytelling, recap, story time and playtime. It was a positive, enjoyable time with no pressure to learn new words. The words were introduced seamlessly utilising an experiential learning style.
That is why it is important to introduce children to new experiences that enable them to link words with images, feelings and the environment.
Everyday life can provide opportunities for new words. I remember sitting on a bus and I observed a young mum talking to her children about where they were going and the scenery as they passed by. The children asked many questions, the mum was interacting with them positively, and there was a flow of language between them.
It occurred to me that the children were learning as they talked about the day and what they were doing. I expect the children learned many new words that day, which was a joy to see.
A natural part of forming new words is in the process of asking questions. Children are inquisitive about the world around them and encouraging them to talk about what they see helps them to develop language skills.
Author: Katharine Lockyer, qualified English teacher in the Lake District, UK