What are effective communication strategies in early childhood education?

By Michael Hilkemeijer

 

 

Understanding and Developing Communication Skills in Early Childhood Education

Strong communication skills in early childhood education are the foundation for every aspect of a child’s learning and development. In the early years, communication is more than speaking and listening — it is how children express their needs, share their ideas, understand others, and form meaningful relationships. Effective communication in ECE supports social confidence, emotional wellbeing, problem-solving, and early literacy.

 

What is effective communication in ECE?

Effective communication in early childhood education is a two-way process where children learn to interact verbally and non-verbally, listen attentively, take turns in conversation, and adapt how they communicate depending on the situation or audience. It also includes symbolic expression through storytelling, imaginative play, art, and the use of digital tools. For educators, effective communication means creating an environment where all voices — across cultures, abilities, and language backgrounds — are respected and supported.

 

Key communication skills to be aware of and nurture in ECE include:

Communication Skill	Description	Why It Matters
Listening & Responding	Attending to others’ speech, gestures, and expressions; providing relevant responses	Supports social relationships, comprehension, and participation in group activities
Expressive Language	Using words, sounds, gestures, or symbols to convey thoughts, feelings, and ideas	Builds confidence, vocabulary, and the ability to share perspectives
Conversational Turn-Taking	Waiting for and responding in conversational exchanges	Teaches respect, patience, and collaboration
Storytelling & Symbolic Play	Creating narratives using language, actions, or props	Develops imagination, sequencing skills, and early literacy
Non-Verbal Communication	Using facial expressions, gestures, and body language	Enhances meaning, supports children with emerging language skills

 

 

Why are communication skills important in ECE?

When children enter school without strong communication skills in early childhood education, they may struggle to follow instructions, participate in group learning, or ask for help. Research shows that early communication gaps can lead to ongoing difficulties in reading, writing, and social integration.

For educators, this means more challenges in behaviour management, planning differentiated learning, and ensuring all children meet curriculum outcomes. The educator’s role in communication in early childhood education goes beyond modelling good language — it requires intentional teaching, observation, and targeted strategies to ensure every child develops the skills they need for lifelong learning..

 

 

From Understanding to Action: How Membership Transforms Communication in ECE

Knowing the importance of communication in ECE is one thing — successfully developing it in every child, every day, is another. This is where the ICT in Education Teacher Academy bridges the gap. Inside the membership, educators don’t just receive activity ideas; they gain a complete framework to plan, implement, assess, and adapt activities so that communication outcomes are met with purpose and precision.

 

Turning Knowledge into Measurable Progress

For each skill outlined above, members learn how to:

• Target specific communication outcomes by linking activities to EYLF and curriculum standards.

• Track progress using the Academy’s Observation Guide and planning templates.

• Adapt for diverse learners with strategies from peers and experts in the membership community.

• Integrate technology meaningfully so digital tools enhance, rather than distract from, communication development.

 

Here’s how what you’ve just learned connects directly to what members experience:

Communication Focus from Above	How Members Apply It in the Academy
Listening & Responding	Use interactive activities like Outdoor Digital Storytelling where children record and respond to nature sounds, building attentive listening and descriptive language.
Expressive Language	Implement Bee-Bot Language & Communication activities where children give verbal directions and narrate their problem-solving process
Conversational Turn-Taking	Facilitate QR Code Nature Hunts, encouraging children to take turns scanning codes and sharing their discoveries
Storytelling & Symbolic Play	Guide children in Coding with Nature projects, where programmable toys navigate story-inspired obstacle courses
Non-Verbal Communication	Incorporate digital photography projects where children express ideas through images and later explain them to peers.

 

 

Why Membership Makes the Difference

Unlike trying a standalone activity found online, being a member means:

• You enter every session prepared with clear communication goals, a structured plan, and observation criteria.

• You adjust in real time with strategies drawn from the membership’s lesson plan library and peer community.

• You build professional confidence in assessing and scaffolding communication skills — a capability that strengthens your teaching across all curriculum areas.

• You see the evidence of improvement in children’s communication, backed by systematic tracking and reflection.

The result? You’re not simply teaching communication — you’re transforming it into a measurable, intentional outcome that benefits both your children and your professional practice.

 

 

 

 

 

 

 

 

Building Strong Connections: Communicating with Families in Early Childhood Education

In early learning settings, the importance of communication in early childhood education extends beyond children to their families. High-quality communication with families in early childhood education is not only about exchanging information — it’s about building trust, fostering partnerships, and ensuring families feel respected, valued, and empowered in their role.

 

Why Is Communication Important in Early Childhood Education for Families?

Research consistently shows that when families and educators communicate effectively, children experience greater continuity of learning, stronger social-emotional development, and a deeper sense of belonging.

 

Effective family communication:

• Builds mutual trust between families and educators.

• Ensures a shared understanding of a child’s learning, wellbeing, and goals.

• Strengthens family engagement in learning at home.

• Supports consistent strategies for children’s needs across home and education settings.

Core Principles of Family Communication in ECE

Principle	Description	Benefits
Two-Way Dialogue	Families and educators exchange insights, not just updates.	Promotes mutual respect and informed decision-making.
Cultural Respect	Recognising and honouring families’ cultural values, languages, and traditions.	Strengthens inclusion and ensures learning reflects a child’s identity.
Collaborative Problem-Solving	Jointly identifying and addressing learning or behavioural needs.	Ensures consistent approaches and better outcomes.
Personalised Communication	Tailoring communication to each family’s preferred method and frequency.	Increases engagement and relevance.
Positive Framing	Sharing children’s strengths alongside challenges.	Builds confidence and encourages constructive support at home.

 

 

Technology-Enhanced Strategies for Communicating with Families

(Harriet, 2009, pp. 139–141) highlights how communication skills in early childhood education can be enriched through ICT tools that bridge the gap between home and service:

1. Language Support – Use the internet to translate common words into families’ home languages, helping to build rapport and inclusion.

2. Photo Sharing – Show photographs during family discussions to illustrate children’s progress; display slideshows via a digital photo frame or plasma screen at pick-up time.

3. Celebration Books – Create a special book of photos celebrating children’s interests and achievements, with contributions from children themselves.

4. Family Website – If possible, build a service website to keep families informed, particularly those unable to attend in person.

5. Digital Messaging – Use email or text to maintain regular contact, share updates, and invite family input.

6. Video Observations – Share digital video clips of children’s learning experiences, enabling parents to see development in action.

When combined with personal, culturally responsive conversations, these strategies make communication more engaging, inclusive, and accessible.

 

 

 

From Principles to Practice: How Membership Supports Communication with Families

Inside the ICT in Education Teacher Academy, educators learn how to put these principles into daily practice — moving beyond “sharing updates” to building genuine partnerships with families.

 

How Members Apply Family Communication Skills in Practice

Family Communication Skill	Membership Example in Action
Two-Way Dialogue	Lesson plan reflection prompts help members prepare targeted questions for families and capture their insights for planning.
Cultural Respect	Activity templates include cultural adaptation fields, making it easier to connect learning experiences with family traditions and languages.
Collaborative Problem-Solving	Members use the Observation Guide to document and share progress, then co-plan strategies with families.
Personalised Communication	Members adapt Harriet’s ICT strategies — such as photo slideshows or celebration books — with ready-to-use digital templates from the Academy.
Positive Framing	Using Success Path tools, members can show measurable growth over time, making family discussions more constructive and encouraging.
Technology Integration	The membership offers examples of using programmable toys, QR codes, and digital storytelling in ways that families can replicate at home, strengthening home–school learning links.

 

 

Why the Membership Makes a Difference

Non-members may know what good family communication looks like but often lack the structured tools, planning templates, and professional support to make it consistent. Members benefit from:

• Planned communication outcomes built into their lesson plans.

• Ready-made digital resources to share children’s progress visually and meaningfully.

• Peer-tested strategies for using technology to connect with families, even when they can’t attend in person.

• Ongoing guidance on embedding family communication within curriculum planning and assessment.

 

When communication with families is intentional, inclusive, and supported by the right tools, everyone benefits — children, families, and educators alike. How will you take the next step in strengthening these partnerships in your own setting?

 

 

 

 

 

 

Lesson Plans that Build Communication Skills in Early Learning Through Technology

In early childhood education, technology can be far more than a novelty—it can be a catalyst for authentic, meaningful communication between children, their peers, and educators. The right tools encourage verbal expression, active listening, and collaborative problem-solving while embedding these experiences into rich, real-world contexts. Developing communication skills in early childhood education is not just about speaking; it’s about nurturing the ability to share ideas, interpret information, and build relationships through multiple modes of interaction.

 

Members of the ICT in Education Teacher Academy gain access to a library of lesson plans that use devices—such as cameras, walkie-talkies, role-play software, and digital storytelling apps—to embed effective communication in education. These plans not only develop children’s social and verbal skills but also support educators in using effective communication strategies in early childhood education with purpose and confidence.

 

 

1. Using Walkie-Talkies for Real-Time Conversations

(From: Walkie Talkie Lesson Plan)
Walkie-talkies create an immediate need for verbal clarity, turn-taking, and descriptive communication. One child might observe something outdoors while another listens indoors, prompting careful listening and concise responses.

Communication Device: Walkie-talkies
Learning Outcomes: EYLF 5.1, 5.5 – verbal expression, ICT-supported meaning-making, listening and questioning skills.

Why it works in early childhood education: This activity naturally encourages children to think about what they want to say and how to say it clearly. It also provides a safe, fun environment for English as an Additional Language (EAL) learners to practise speaking.

How the membership elevates this activity: Following the Success Path, members can adapt this activity to different stages of communication development, use the Differentiation Template to support quieter speakers, and access the Members’ Community to share adaptations, such as integrating the walkie-talkies into storytelling or collaborative problem-solving games.

 

 

2. Typing Names Using a Keyboard

(From: Typing Names Lesson Plan)
Typing introduces children to symbolic representation and digital text creation. They hear, see, and type each letter, linking spoken and written language.

Communication Device: Keyboard and computer
Learning Outcomes: EYLF 5.3, 5.5 – letter recognition, symbolic representation, fine motor development.

Why it works in early childhood education: This task strengthens letter recognition, builds fine motor skills, and introduces children to digital forms of self-expression—an important aspect of effective communication strategies in early childhood education.

How the membership elevates this activity: Members can extend it into personalised digital projects, such as creating self-portraits with typed names, recording audio name stories, or designing name badges with photographs. Using the Wisdom Tool, they can explore peer strategies for introducing typing to EAL learners or children with emerging literacy skills.

 

 

 

3. Using Digital Images to Communicate

(From: Using Digital Images Lesson Plan)
Children create drawings in software, then combine them in a presentation or slideshow to share ideas visually and verbally.

Communication Device: Drawing and presentation software
Learning Outcomes: EYLF 5.3, 5.5 – visual storytelling, multimodal communication.

Why it works in early childhood education: Visual storytelling bridges gaps between spoken and written language, giving children a multimodal platform to express ideas—especially valuable for those still developing verbal skills.

How the membership elevates this activity: Members can build on this by introducing stop-motion animation or interactive eBooks, supported by templates and examples in the Members’ Library. The Success Path guidance helps educators move from simple image creation to more complex multimodal communication projects.

 

 

 

4. Video Conferencing with Another Group

(From: Video Conferencing Lesson Plan)
Live calls give children a chance to communicate beyond their immediate environment, practising cultural awareness, turn-taking, and active listening.

Communication Device: Video conferencing platform (Zoom, Skype)
Learning Outcomes: EYLF 5.1, 5.5 – real-time oral communication, ICT for connection.

Why it works in early childhood education: Video conferencing introduces children to the concept of communicating beyond their immediate environment, preparing them for the connected world.

How the membership elevates this activity: Members gain access to structured pre- and post-call reflection tools, peer-shared conversation prompts, and troubleshooting tips for managing group calls with young learners.

 

 

 

 

5. Playing Doctors with Role-Play Software

(From: Playing Doctors Lesson Plan)
Doctor-themed software supports role-specific vocabulary and realistic ICT use. Children “check” patient records, make pretend diagnoses, and “book” appointments, integrating the computer as part of their role.

Communication Device: Computer with role-play software
Learning Outcomes: EYLF 1.4, 4.5, 5.5 – empathy, multimodal communication, ICT integration in social play.

Why it works in early childhood education: This blends imaginative play with digital literacy, giving children authentic reasons to speak, listen, and collaborate.

How the membership elevates this activity: Learn how to scaffold dialogue, adapt for different language levels, and connect with peers for role-play variations through the Community Forum.

 

 

 

 

6. Role-Playing with Puppet Pals

(From: Puppets Lesson Plan)
Using Puppet Pals or Felt Board apps, children animate characters, record voices, and sequence stories.

Communication Device: iPad with storytelling apps
Learning Outcomes: EYLF 4.5, 5.3, 5.5 – narrative structure, expressive language, multimodal storytelling.

Why it works in early childhood education: Storytelling in a digital medium promotes vocabulary development and creativity, with opportunities for children to listen to and respond to others’ stories.

How the membership elevates this activity: Access workshop videos on digital storytelling, share projects in the forum, and use the Differentiation Template to support all learners.

 

 

 

 

7. Technology-Rich Imaginative Play

(From: Tech Imaginative Play Lesson Plan)
Children explore themed role-play boxes with real or defunct tech props—walkie-talkies, mobile phones, cameras—encouraging symbolic use and realistic communication.

Communication Device: Mixed ICT props
Learning Outcomes: EYLF 4.1, 4.5, 5.3, 5.5 – collaborative storytelling, vocabulary building, role negotiation.

Why it works in early childhood education: Props spark dialogue, negotiation, and problem-solving in ways that mirror real-world communication.

How the membership elevates this activity: Discover community-sourced prop rotation strategies, integrate literacy prompts, and track TPACK growth through your workbook.

 

 

 

 

Why These Activities Work Best with Membership

In the ICT in Education Teacher Academy, these activities are more than just fun, technology-based lessons. They are part of a structured progression—helping you track children’s growth, reflect on teaching strategies, and adapt activities for maximum communication impact. With 24/7 access to answers, a vibrant peer community, and exclusive observation tools, members can take each idea further, ensuring children’s communication skills grow in depth and complexity over time.

 

 

When technology is used with purpose, it becomes a bridge—connecting children’s ideas, voices, and imaginations in ways that traditional tools cannot always achieve. The activities above show how devices can enrich communication in early childhood education, giving children opportunities to practise, refine, and celebrate their expressive abilities.

Inside the ICT in Education Teacher Academy, you don’t just download a lesson plan—you gain a pathway to confidently adapt, extend, and reflect on each experience, with expert resources and peer support every step of the way.

So, if you could take these activities and unlock their full potential—while building your own confidence as an educator—why wouldn’t you?
Join the ICT in Education Teacher Academy today and start transforming communication in your classroom.

 

 

 

 

 

 

 

 

 

 

Communication Strategies to Apply Today

Developing young children to be effective communicators is part of the Early Years Learning Framework. Effective communication involves listening, understanding, and responding to people. It involves paying attention so that you can think about what’s being said and respond in a way that will encourage the person to keep talking.

 

Signals can come from:

• Following the direction of another’s gaze, facial expression, body language, gestures, and voice tone
• The context and culture, what’s happening in the environment at the time, what has just happened and what is going to happen next
• The knowledge we have about a person’s interests and preferences and prior behaviour
• Our recall of similar past experiences
• Interpretations dependent on our own emotional states
• Sounds, words, grammatical formation of sentences and inferences
• Symbols, signs and written language.

Source: www.vcaa.vic.edu.au

 

It is, therefore, important to model effective communication strategies in early childhood education to support children to initiate interactions and to join digital play-based learning and social experiences. The fifth component of learning in the Communication Outcome states that “children use Information and Communication Technologies (ICT) to access information, investigate ideas and represent their thinking”.

 

In this article, I’ll cover:

1. Strategies for supporting skills for communication with ICT.
2. Assessing effective communicators.

 

 

Strategies for supporting communication skills with ICT

It is important for ICT to be used as a tool for two-way communication because passive listening is not as powerful as experiences where children are encouraged to be active participants.

 

Communication is supported by the use of ICT as devices such as multi-link headphones, digital cameras, webcams, walkie-talkies, telephones, and mobile phones all encourage the development of speaking and listening skills.

 

ICT also provides numerous opportunities for children to communicate their ideas and feelings: repeating vocabulary, stories, songs, and rhymes using adult-modeled language

 

For example, the computer is designed to communicate with the user with pictures, sounds, text symbols, and the user can simply communicate by simply moving a mouse.

 

When you facilitate digital role-play with ICT it can serve to promote and enable meaningful communication and give children the opportunity to use and develop their mathematical knowledge, skills, and understanding in a practical, meaningful, and purpose-driven context.

Communication in science is very important and ICT offers a range of alternatives from using word processors, either personally or through the help of a scribe, to creating graphs, using paint tools

 

Additionally, emails can also be used to express feelings and ideas in print. Microphones and recording devices can be used to enable them to practice giving instructions. The recording also allows them to erase and re-record if they feel dissatisfied with their first attempt.

 

You could also consider using Skype or podcasts if children are familiar with them and don’t forget the use of the IWB to allow children to engage in learning with or without adults.

 

 

Assessing Children as Effective Communicators

The assessment of young children’s knowledge, skills and capabilities is a central part of early childhood education. As an early childhood teacher, you can use a wide range of reliable and accessible assessment tools.

 

There are seven principles for assessing children as effective communicators. The “assessment of children’s communicative competence is an integral part of early years practice” (VCAAA, 2018). Therefore, you are required to have an “understanding of how communication development progresses, together with reliable and accessible assessment tools” (VCAAA, 2018, p.8).

 

According to the literature (Verdon et al., 2018 as cited in VCAAA, 2018, p. 9), these principles include the following:

1. Effective assessment of communication requires a clearly defined purpose.
2. Communication is multifaceted and each element may require specific assessment.
3. Communication assessment may include both formal methods (for example, standardised tests) and informal methods (for example, observation tests, parent and teacher checklists).
4. Assessment of communication considers the multiple languages and communication systems that a child may use, to gain a holistic understanding of communicative competence.
5. Assessment of communication includes children’s own reports, evidence from families and multiple sources of information in a range of settings.
6. Assessment of communication considers a child’s functional use of language and participation in daily life as a communicator.
7. Assessment of communication is an opportunity for multidisciplinary collaboration.

 

It is by applying these elements to the assessment of communication that you will be able to ensure that there is a holistic and effective approach. Each of these principles also gives you the opportunity for critical reflection on service practice and philosophy.

 

 

 

 

 

Building Strong Communication in Early Childhood Education: Why Membership Matters

Effective communication is the foundation of early childhood education, connecting children with peers, educators, and families. The ICT in Education Teacher Academy provides lesson plans that use technology to enhance communication skills in early childhood education. Activities like walkie-talkie conversations, digital storytelling with apps like Puppet Pals, and typing names on a keyboard help children develop verbal expression, listening skills, and collaboration.

 

Our membership also emphasizes communication with families in early childhood education, offering tools like video conferencing and photo-sharing to engage families in their child's learning. These strategies build strong, ongoing partnerships that support children's development at home and school.

 

Key Benefits of Membership:

• Ready-to-use lesson plans to develop communication skills

• Ongoing support and community for adapting activities

• Tools for engaging families in their child's learning

• Professional growth in communication strategies

How will you enhance communication in early childhood education in your classroom?
Join the ICT in Education Teacher Academy today and save on our annual plan. Start transforming communication in your setting!