Talking boxes

Using the talking boxes

• Using talking boxes in your setting

  Talking boxes work best when they are used regularly. Try to use them 2 to 3 times a week. If you add them to your weekly planning, it is much more likely that they will happen. 

  You can use talking boxes at any time during the session. Some settings find they work well during free play. But choose a time that suits your routine. 

  It is best to use talking boxes in a quiet place. This might be a separate room, a quiet corner, or outside.

• Grouping children

  Talking boxes are suitable for all children. They can be used with 1 child or in a small group. 

  When choosing groups, think about how children will work together. It can help to have a more talkative and confident child to act as a role model for quieter, less verbal children. Try to make sure that 1 child doesn't take over the group. Sometimes it works better to group confident children together. 

  The group should be a size that you feel comfortable with, but keep it small so the children don't have to wait too long for their turn.

  If you use the activities with a group, it is best to have 2 adults. 1 adult can lead the activities and the other adult can support the children. 

• Choosing and planning activities

  Always start with the listening activities at the beginning of the booklet. These help to build strong foundation skills. The listening games, such as “Who’s talking?” are suitable for children around 2 years old. Children will love singing the different songs and listening to simple stories. It’s important to use the items in the box when you’re singing. For example, hold up the cow as you’re singing, “Old MacDonald had a cow”. 

  When looking at the understanding activities, start with the simplest ones. Move on to the next level when you think the children are understanding these instructions. 

  The activities can be used as single activities, or one after the other. You do not need to work through a whole booklet in 1 session. It is best to mix and match activities. Plan what you want to do before the session, but always have a back-up plan in case children lose interest.

  When you've finished all the activities from 1 box, move on to a different box. Children may have favourite activities and topic boxes, but it is important to use a range of topics and activities. This will help widen their interests.

  You can also add your own songs and ideas to the talking boxes.

• Session length and ending the session

  Each session should last 5 to 10 minutes, depending on the age and interest of the children. At ages 3 to 4, sessions should usually be no longer than 10 minutes. For younger children, sessions will be even shorter. 

  Always follow the children’s lead. A short, enjoyable session is much better than a long one where children lose interest.

  To finish the session you can sing a song or read a short story. Give specific feedback to the children about how they have listened or sat. For example "Good listening" or "Good sitting". Let them know the session has finished and tell them what they're going to do next. For example "Now it's snack time". 

• Supporting quiet or less confident children

  It's ok if some children are very quiet during the session. Children do not have to talk to take part. Looking, pointing or watching are all ways of communicating.

  Do not put pressure on children to speak. Talking Boxes should always feel fun and safe. 

  If a child does not seem interested, try moving on to a different activity or choose a topic that you know will interest them. Keep trying gently as some children need time to feel comfortable. If they still seem uninterested, you can end the session by singing 1 of the suggested songs. 

• What to do if you feel it's not working

  If you feel that the group isn't working, take time to reflect on what you are doing. 

  • Are you going too fast?
  • Is the group too big?
  • Are children being given enough time to respond? 
  • Are the group dynamics working?

  Talking with a colleague can help you think about what you may need to change.

• Extending beyond the group

  It is important that children hear good models of language throughout the day. Make sure everyone knows what the theme of the talking box is that week. This will help all the adults to model the vocabulary throughout the day.

  For example, if the theme is vehicles you can play ‘ready steady go’ games with a traffic light and bikes outside. You could make sure that there are some fire fighter, police or train driver dress up clothes out that week. You can also leave out vehicle books in the book area. Encourage the whole group to sing some of the vehicle songs later in the day.

  Make sure parents know what your talking box theme is for the week. Help them to think of ideas and ways to introduce the vocabulary at home or when they are out and about. For example, saying ‘bus’ every time they see a bus, or singing the ‘wheels on the bus’ song at home.

  The more children hear the new words, in lots of different situations, the more likely they are to learn that word and use it themselves.