Vocabulary

Within Early Years education, strategic vocabulary exposure can significantly impact children's language development and later academic success. Beck, McKeown, and Kucan (2002) introduced the three tier model of vocabulary to help educators identify which words to prioritise for instruction. The Education Endowment Foundation (EEF) highlights oral language interventions as one of the most impactful strategies for improving outcomes in the Early Years, with an average of +6 months’ progress over a year (EEF, 2021).

In line with recent Ofsted reports, it is clear that well planned vocabulary instruction, staff subject knowledge, and clear identification of key vocabulary and knowledge are essential to delivering a high quality early years curriculum:

Leaders should “set out the important vocabulary they want children to learn” and ensure all staff are trained to model and teach it effectively (Ofsted, Heath Lane Nursery School, March 2023).

Where staff subject knowledge is weaker, “children miss out on extra practice of new words and ideas” (Ofsted, Oxhey Nursery School, November 2023).

Curriculum clarity is essential: “In some areas of learning, the school has not set out precisely the key knowledge and vocabulary... children do not learn the appropriate knowledge and vocabulary to help them in future learning” (Ofsted, Muriel Green Nursery School, April 2024).

Tier 1 Vocabulary: Basic, Everyday Words both environmental and functional

Definition: High frequency words that children typically acquire through conversation and direct experience.

Rationale:

Foundation of Language: These words are essential for early communication and interaction (Whitehurst & Lonigan, 1998). The EEF recommends modelling and repetition of everyday vocabulary to support oral language and early literacy (EEF, 2021).

Social Emotional Support: Mastery of Tier 1 vocabulary helps young children to express feelings and needs, supporting social emotional learning.

Language Confidence: Familiar words encourage participation in group activities, building confidence in speaking and listening (Dickinson & Tabors, 2001).

Tier 2 Vocabulary: High Utility, Academic Words

Definition: Words that are more sophisticated and are used across a variety of domains but are not typically part of everyday conversation.

Rationale:

Language Enrichment: Tier 2 words enhance children's expressive and receptive vocabulary, supporting early literacy (Beck et al., 2002).

Supports Story Comprehension: These words often appear in picture books and early readers, making them vital for understanding texts. The Preparing for Literacy guidance recommends the explicit teaching of words unlikely to be picked up in daily conversation (EEF, 2018).

Preparation for School: Learning Tier 2 vocabulary equips children with the academic language they’ll encounter in primary school (Snow, 2010).

Bridges Oral and Written Language: Helps children move from conversational language to more formal language used in educational settings.

Tier 3 Vocabulary: Domain Specific Terms

Definition: Low frequency, subject specific vocabulary used in particular contexts or academic disciplines.

Rationale:

Conceptual Learning: Early exposure to Tier 3 words supports understanding of scientific, mathematical, and other curricular concepts (Neuman & Wright, 2014). Vocabulary instruction embedded within subject teaching deepens understanding and supports long term retention (EEF, 2018).

Language Equity: Supports children who may not have exposure to technical terms at home, helping narrow vocabulary gaps early (Hart & Risley, 1995).

Cognitive Development: Encourages children to categorise and organise information, building early analytical skills.