Even though at this stage a child can make sounds, they actually start learning language long before this stage. The inclusion of oral activities such as rhythms, rhymes, patterns and intonations of speech conveys the idea that talking is a pleasant social activity, which makes them want to participate.

Learning to talk is one of the key developments of a child's first three years and it is vital to the norma

Some (but not all) important considerations to take into account when developing an oral language programme are: if children are interested in something, they will listen to it; listening is not only about how well children listen to teachers, but how well children listen to each other, and how well teachers listen to children; teachers should combine listening with a combination of eye contact, facial expressions, body language and verbal responses; peer teaching and evaluation is good for listening; children should be read to often and this may also include the use of drama or role play; story sharing and cooperative reading and writing are good for listening; classrooms should be effectively organised for listening, eg space for story sharing, group discussions, quiet and noisy learning areas, etc; and children need to be talked to about listening and speaking, and provided with the opportunity to practice their listening and speaking, and be able to freely observe the listening and speaking of others.

However, one of the most important aspects that guides the components of any oral language programme is the recognition that the child is an active contributor to the language acquisition process. Children develop rules about language acquisition and use those rules creatively. They do not have to be taught each step to learning language; this evolves through the meaningful activities available to the child, and the provision of opportunities to communicate more effectively. Speech involves thinking, knowledge and skills. Effective language skills are developed through practice and training.

There are some essential components to an oral language programme that must be addressed during the planning phase. All communication should be relevant; it should be meaningful in that what is learnt or practiced in the classroom should be able to be used in everyday situations. Children need to be provided with opportunities to become active speakers and listeners. Positive feedback from teachers is vital to increase the likelihood that language knowledge is expanded, and children should always be encouraged and supported to communicate their ideas.

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