Every voice counts: strategies for developing speaking skills in the classroom

In every classroom, talk is the invisible thread that connects minds, builds relationships and unlocks learning. Like the iceberg model, the other three language elements, listening, processing and understanding often develop beneath the surface before the child demonstrates their language competency through speaking. 

For us practitioners, fostering spoken language isn’t just an add-on; it is a central act of inclusion, equity and empowerment. Whether you're supporting early learners, multilingual children, or quiet thinkers, developing speaking skills is a powerful way to help every child find their voice and use it with purpose.

Creating a safe space for speaking

Before children can speak with confidence, they need to feel safe enough to try. A classroom that encourages speaking is one where mistakes are treated as stepping stones, not setbacks. As practitioners we can model open communication by using encouraging language, acknowledging effort, and showing vulnerability, such as thinking aloud or trying new vocabulary.

Opportunities to encourage “listening to understand” or “building on each other’s ideas” foster mutual respect. To maximise progress, tools like talking tokens or discussion guidelines can help quieter children take their turn, while it is the role of the practitioner to ensure that no one voice dominates, including their own,

Simple routines - daily check-ins, circle time, or “show and tell” using objects that are important to them can give even the most hesitant children consistent, low-pressure chances to practise speaking.

Talk as a tool for communication, not just performance

In the classroom, talk is often misunderstood as a display of confidence or fluency, when in fact it plays a much deeper role. At its best, speaking is a collaborative tool a way for children to test ideas, clarify thinking, and build shared understanding.

Exploratory talk is a powerful example. When children voice half-formed thoughts aloud, they’re actively shaping their ideas in real time. This kind of “thinking through speaking” is not always polished—but it’s where genuine learning unfolds. Teachers can support this by normalising uncertainty and encouraging language like “I’m not sure, but…” or “I think it could be…”

This exploration is often displayed most naturally through play, where children’s cognitive load is reduced by the freedom to practise words, tone and expression in low-pressure, imaginative contexts. In these moments, language emerges not as a requirement but as a joyful tool of connection, role-playing, and storytelling.

Then there’s dialogue, real, back-and-forth interaction where children listen, question and respond to one another’s thinking. Whether through structured group tasks, peer to peer discussions, or debates, purposeful talk promotes empathy and critical thinking alongside communication skills. During a recent school visit, while interacting with a group of children who were building a bug hotel. One child suggested, ‘We need a roof but what can we use?’ Another commented, ‘Let’s put the leaves there, they might help to keep the bugs warm.’ This kind of authentic, purpose driven talk nurtures the foundations for both deeper social and cognitive growth.

Back-and-forth interactions, as emphasized in the EYFS statutory framework, are vital in helping children practise and apply their spoken language. 

These exchanges, whether during play, conversation, or structured learning, are key to developing vocabulary, sentence structure and the rhythm of communication. They reinforce that language isn’t just a tool - it’s a shared experience. For deeper insights into how schools can build strong communication foundations from the very start, Ofsted’s Strong Foundations in the First Years of School report is an invaluable read. 

Creating authentic speaking opportunities also elevates classroom talk. When children are asked to speak with a real audience in mind, their language becomes more intentional and meaningful. An example might be taking home the class bear over the weekend and recalling experiences on Monday morning or taking turns to be the customer and shop keeper in role play, using a practitioner’s scaffolded language. With this purpose, children who are developing confidence in use of talk can extend their presentation skills and understand speaker purpose. 

With recent changes to the EYFS Profile handbook (2025) when assessing Early Learning Goals (ELG), there is growing recognition that speaking does not always look the same for every child. Assessments now allow for preferred styles of communication, ‘For all ELGs, including Speaking, a child’s established or preferred mode of communication can be used. This includes non-speaking communication, such as signing.’ This makes it even more important for teachers to adapt their established practices. In this way, talk becomes not just an assessment point, but a responsive, inclusive part of classroom culture.

Developing communication and language: speaking skills 

Creating a language-rich classroom

Creating a classroom that hums with spoken, heard, seen and felt language is essential for developing confident communicators. A language-rich environment immerses children in meaningful vocabulary, expressive modelling and frequent opportunities to use talk with purpose.

One of the most effective tools is intentional teacher talk. This includes narrating actions, “I’m picking up the green pencil”, expanding on what children say, “Yes, that’s a big dog—look how fluffy its tail is” and introducing new words in context. When adults stretch conversations, they deepen children’s understanding and show that language is expansive and rewarding.

While open-ended questions like “What do you notice?” or “How did you figure that out?” are essential for encouraging deeper thinking, it's equally important to balance them with attentative comments. Sometimes, simply offering a statement, “You’ve used such rich colour in that picture” can affirm a child’s voice, reduce pressure to respond and invite a more relaxed kind of talk. Balancing different communication styles honours the way children choose to express themselves.

Visual prompts, real objects and themed role-play areas spark curiosity and invite talk. A pretend post office or woodland corner can trigger imaginative dialogue, storytelling and vocabulary use without it feeling like a lesson. Coupled with carefully chosen books, songs and rhymes, children are surrounded by words that are fun, functional and memorable.

Most importantly, in a language-rich environment, talk is not reserved for the confident few. It’s something every child is entitled to. When language is accessible, diverse and celebrated, children not only learn to speak—they learn that their words matter.

Every child has a voice - help them use it

Developing speaking skills in the classroom is about more than teaching children to talk, it is about giving them the tools to think, collaborate, and belong. Through safe environments, meaningful interaction and rich linguistic experiences, we elevate communication from a task to a connection.

Every child has something worth saying. The question is—how will we help them say it?

To further support your team in strengthening children’s speaking skills our early years team have created ‘Terrific Talkers.’ A dynamic CPD programme designed to strengthen practitioner interactions in EYFS settings. Rooted in the EYFS statutory framework, this training explores how high-quality conversations and individualised interactions lay the foundation for language and cognitive development. Whether you're just starting out or looking to refine your practice, this course offers practical insights and real examples that turn everyday talk into transformative learning.