The 130 pages of this re-worked and updated 3rd version of this transformational publication blend theory, global research and images, alongside many new case studies, which demonstrate how the Communication Friendly Spaces Approach has been used in a wide range of contexts to support informed environmental change. It will help you to re-think your space and make sure that it's really supporting children's communication skills, emotional well-being and physical development."We need to challenge the historical stereotypes that often exist around the way that learning environments are set up for children, blending new understanding of learning styles, how children really learn and their preferred contexts so that our environments can be responsive and dynamic." Elizabeth Jarman.

A highly visual and accessible resource for everyone working with babies and very young children. The focus of the book is to highlight the very real communication capabilities and preferences of young babies and to help readers consider how opportunities for communication can be provided very easily, without huge expense in all sorts of early years environments. Specialist working practices with very young babies do not currently take enough account of the importance of early brain development and secure attachment with adults as pre-cursors to effective global development - in particular social, emotional and communication development. Babies need to interact directly with other nurturing, responsive and genuinely caring human beings, to hear people talking about what they are seeing and experiencing in order for them to develop optimal language skills.

The recent I CAN report suggests that over 50% of children in England are starting school with some form of speech and language disability. The EYFS states that 'the development and use of communication and language is at the heart of young children's learning.' This series considers the significant role that the physical environment can play in supporting children's speaking and listening skills; in supporting inquisitive, verbal experimentation, not just answering questions! Outside is such a preferred context for so many children and needs to be maximised! The ideas in this book will inspire you to review your outside spaces and make sure they are the kind of places where young children will develop their language skills.

The recent I CAN report suggests that over 50% of children in England are starting school with some form of speech and language disability. The EYFS states that 'the development and use of communication and language is at the heart of young children's learning.' This book considers the significant role that the physical environment can play in supporting children's speaking and listening skills by encouraging inquisitive, verbal experimentation, not just answering questions! Flexible spaces that are easily set up and then stored away feature in this book. Lots of ideas for babies through to teenagers are included, which recognise the needs of children at different times of the day.

The recent I CAN report suggests that over 50% of children in England are starting school with some form of speech and language disability. The EYFS states that 'the development and use of communication and language is at the heart of young children's learning.' This book considers the significant role that the physical environment can play in supporting children's speaking and listening skills and in supporting inquisitive, verbal experimentation. Not only providing examples of an 'instant' space or an enclosed, child height space, this book also has action points and useful resources to inspire all early years practitioners.

The recent I CAN report suggests that over 50% of children in England are starting school with some form of speech and language disability. The EYFS states that 'the development and use of communication and language is at the heart of young children's learning.' This book is bursting with ideas about creating enabling environments for children to talk within Children's centres. Those working in children's centres will find this book inspirational as they search for new and effective 'places to talk'.

The recent I CAN report suggests that over 50% of children in England are starting school with some form of speech and language disability. The EYFS states that 'the development and use of communication and language is at the heart of young children's learning.' This series considers the significant role that the physical environment can play in supporting children's speaking and listening skills; in supporting inquisitive, verbal experimentation, not just answering questions! This book is full of practical ideas that can make a positive difference to developing speaking and listening skills in a KS1 classroom. It explains what environmental factors should be considered in creating 'places to talk' and the bright colour photos show you how you can make these spaces in your classroom.

This is a highly visual and accessible resource for anyone working with 2 year olds. It brings the work around the potential of the learning environment by Elizabeth Jarman to life with case study examples featuring a storyboard narrative and images illustrating the rationale and thinking behind creating developmentally appropriate places to talk for 2 year olds. The aim is to highlight the communication capabilities and preferences of 2 year olds and help readers consider how this knowledge can be used to offer areas that trigger speaking and listening skills, emotional well-being and physical development. The recent review of the Early Years Foundation Stage (EYFS) has highlighted particular areas of skill development and prioritised their importance - communication skills is one such area. With a high number of our youngest children still struggling with poor communication skills, this publication is beautifully timed in responding to the new EYFS and its recommendations.