Notice and Recognise

Progress examples to help you notice & recognise a child’s progress.

Use the phases of progress (outlined below) to help you notice and recognise a child’s progress.

Supported by their whānau and kaiako, children begin to navigate the new language environment. They may prefer to communicate with one or two adults and peers, particularly those who understand their non-spoken cues or share some of their home language(s).
Children increasingly recognise common words and short phrases in the new language, especially when associated with clear non-spoken and environmental cues. They may be silent as they observe and tune in to the new language, including spoken and non-spoken ways of communicating.
Children pause as they make sense of what is said to them before responding. They may respond with a relevant action, gesture, or facial expression, and may begin to echo single words and short phrases that they have heard.
Children may use their home language(s) expecting others will understand them. They respond positively when spoken to in their home language(s).

With the support of familiar adults, children communicate with increasing confidence with a small range of familiar adults and peers, and in some group situations.
Children understand a growing range of words and short phrases in the new language that connect to actions or things, particularly when paired with non-spoken cues. They may remain silent for much of the time as they continue to listen and observe.
Children pause when responding as they navigate what is said and how to respond. They may use frequently heard words and short or simplified (telegraphic) phrases.
Children may integrate words and phrases from their home language(s) to support communication in the new language. They respond positively to interactions that include words or phrases in their home language(s).

Children communicate with increasing confidence in familiar routines and events and with a wider range of adults, peers, and groups.
Children understand much of what is being said in the new language and increasingly understand the social and cultural context. They may remain silent, particularly with less familiar people and situations.
Children respond with less of a pause as their understanding and confidence in the new language grows. They use their increasing vocabulary and more varied sentences that may include grammatical errors but rely less on simplified phrases.
Children show growing confidence to use both their new and home language(s) including using their knowledge of one language to make sense of another language.

Children communicate confidently in most situations and with a range of adults, peers, and groups.
Children can adapt their spoken and non-spoken language use to reflect the social and cultural context. They contribute confidently to centre routines and navigate new experiences.
Children respond quickly and utilise their growing vocabulary in longer, more complete and complex sentences that are mostly grammatically correct.
Children make confident language choices and can purposely integrate words or phrases from their home language(s) to express their ideas and talk about comparisons across languages. They may translate for others with or without prompts.