Relationships, Play, and Language in Action
During the Fall of 2025, the Early Learning Team worked alongside Educators to explore what it means to follow the Learner’s lead and why this matters so deeply for oral language development.
At the heart of this work is relationships. Safe and secure relationships help Learners feel valued, seen, and heard. When children feel safe, they are more willing to share their ideas and express themselves. As we coached alongside Educators, we focused on building and strengthening caring connections supporting both learning and well-being.
Following the Learner’s lead looked like:
Observe, Wait, and Listen*
Face-to-face interactions*
Back-and-forth conversations
Curiosity and wonder
Joining in the play*
Play was where learning unfolded. Play is purposeful and integral to well-being and learning. Educators practiced joining in as caring and curious partners, being present and discovering alongside the learner. By slowing down and following Learner’s ideas in play, Educators created more space for meaningful conversations to emerge.
One Educator shared during this coaching cycle, the impact on their teaching practice was a shift to “slow down pacing.” This intentional slowing created powerful changes for Learners. The Educator noticed “more awareness about language development, the use and meaning of the words [the Learners] were learning.”
Language was honoured in all its forms. Educators listened closely and responded to how Learners expressed themselves through words, gestures, movement, and play. By being present and curious, Educators supported Learners in building vocabulary, understanding meaning, and developing confidence in communication.
To support this learning, Early Learning coaches used video feedback as part of coaching cycles. Educators created action plans to strengthen interactions with Learners. During play, the coach recorded classroom interactions, and together they reviewed the video to notice and name the strategies used and the impact on Learners.
One Educational Assistant reflected, “I was proud of myself because I met my goals for the interactions, and now I know my next steps.”
At another school, an Educator joined in play with a clear intention: to help a Learner express themselves. “I work to make sure children feel safe enough to express themselves,” they shared. By joining in play, the Educator strengthened the relationship, creating the safety needed for the Learnerto freely express themselves and grow their language through conversation.
During our time with Educators, we were reminded us when relationships are strong, play is honoured, and language is nurtured, Learners and Educators grow together.
*These evidence-based strategies were created by The Hanen Centre to support language development.