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In the busy, high-energy world of Early Years, it can be easy to fall into a trap of thinking and feeling that “teaching” only happens during planned activities or group times.
Whilst we understand that children’s spoken language underpins all seven areas of development, evidence is clearer than ever that the most profound linguistic development doesn’t happen during planned interactions, it’s happening in our every day routines such as nappy changing, meal times or even at the garden door!
These moments are our ‘Routine Moments’ and when approached intentionally, they are absolute pedagogical gold, helping practitioners navigate the golden thread of communication and language.
For a child, a nappy change or putting on their welly boots for the garden isn’t a gap in their learning day, it is a moment where they are often one-to-one with their key worker or a practitioner. In these moments, the background noise can drop away and the conversational weave can begin.
The 2026 inspection focus has shifted heavily toward the quality of back-and-forth interactions. Inspectors aren’t looking for how many words you say at a child, they are looking at how many turns a child takes with you in your interactions together.
So, what can this look like in practice?
A nappy change is the ultimate ‘Serve and Return’ opportunity. Instead of rushing through a conveyer belt of nappy changes from one child to the next, treat this time as a shared project between you and the child. We know time is precious so we are not suggesting altering routines to ‘make more time’, remember this is about intentional and meaningful routine moments, making small yet impactful tweaks to your everyday practice.
Transitions (moving from inside to outside, or play to lunch, one activity to the next) are often moments where children need more support, and adult language can naturally become more functional and directive, “put your coat on”, “time to line up” for example. If we practice, we can become skilled at flipping this.
In early years, mealtimes really are the “original social media” because they’re one of the first spaces where children experience a shared community, identity, and communication happening in real time.
So, next time you find yourself rushing through a routine to get back to the ‘real play’, ask yourself, is there any other time in the day where I have this child’s undivided attention?
When we value routine, we value the children, and in that value, language flourishes.
Wait for the return – After you speak (the serve) wait 5-10 second. Give the child time to process and offer a sound, gesture, or word (the return).
Reduce the ‘instructional voice’ – try to have fewer “do this” moments and more “let’s see” moments.
Get level – whether at the sink or changing mat, ensure your mouth is visible. Seeing how you form sounds is a vital part of their phonic mapping.
Michelle has worked and progressed within the early years sector for nearly 25 years, and is our newest consultant here at MBK Early Years, having joined us in January 2026.
Michelle has managed multiple teams, progressing through roles such as Childcare and Education Manager, Head of Early Years, and Company Childcare Director, where she was the Ofsted nominated individual for 106 nurseries.
Of all her achievements, Michelle is most proud of the work she has done with teams and individuals to help them reach their full potential.
Find out about our Supporting Communication and Language In the EYFS training, which enables practitioner to:
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