Framework Plan for Kindergartens

Kindergartens shall promote communication and language

Kindergartens must be mindful of how communication and language affect all aspects of a child’s development. Through dialogue and interaction, the children shall be helped to communicate, participate, listen, understand and create meaning. Kindergartens shall acknowledge and value the children’s different forms of communication and language, including sign language. All children shall receive appropriate language stimulation in kindergarten, and all children shall be able to participate in activities that promote communication and comprehensive language development. Kindergartens for Sami children in Sami districts shall promote the children’s Sami language skills.

Staff shall

  • acknowledge and respond to the children’s different verbal and non-verbal ways of expressing themselves, and they shall support the children’s language development
  • stimulate the children’s verbal and non-verbal communication and enable all children to engage in interaction and conversation
  • ensure that all children gain varied and positive experience of using language as a means of communication, as a tool for thinking and as a way of expressing their thoughts and feelings
  • be conscious of their role as linguistic role models and be attentive in their communication with all children
  • monitor the children’s communication and language and identify and support children who demonstrate various types of communication problems, who are not linguistically active, or who show signs of delayed language development
  • help ensure that linguistic diversity becomes an enrichment for the entire group of children and encourage multilingual children to use their mother tongue while also actively promoting and developing the children’s Norwegian/Sami language skills

Communication, language and text

By engaging with this learning area, kindergartens shall enable the children to explore and develop their language comprehension, their linguistic competence and a multitude of different forms of communication. In kindergarten the children shall be introduced to different languages, vernaculars and dialects through rhymes, songs, literature and texts from past and present. Kindergartens shall encourage children to play with language, symbols and text and stimulate their linguistic curiosity, awareness and development.

In kindergarten children shall be introduced to different ways of conveying texts and stories as a source of aesthetic experiences, knowledge, reflection and encounters with language and culture. Staff shall invite the children to explore both spoken and written language.

By engaging with communication, language and text, kindergartens shall help the children to

  • express their feelings, thoughts, opinions and experiences in a variety of ways
  • use language to build relationships, to participate in play and as a tool for conflict resolution
  • continue to develop their conceptual understanding and use a varied vocabulary
  • play, improvise and experiment with rhyme, rhythm, sounds and words
  • discover a variety of fairy tales, stories, legends and forms of expression
  • find excitement and joy in reading aloud, story-telling, singing and conversation
  • explore and experience different types of written language such as pretend writing, drawing and letters through reading and writing activities

Staff shall

  • create a diverse linguistic environment in which the children can enjoy using language and communicating with others
  • highlight linguistic and cultural diversity, support the children’s different cultural expressions and identities and promote diversity in communication, language and other forms of expression
  • invite the children to join in different kinds of conversations in which they are able to explain, wonder, reflect and ask questions
  • encourage the children to fantasise and play with language, sounds, rhymes and rhythm
  • support the children as they play with and explore written language
  • use varied media of communication and offer a variety of books, songs, pictures and forms of expression
  • include all the children in language stimulation activities