Little Voices, Big Messages – Growing Communicators in the Early Years

Little Voices, Big Messages – Growing Communicators in the Early Years

"Communication works for those who work at it."

— John Powell

In the IB Primary Years Programme (PYP), one of the ten attributes of the Learner Profile is Communicator. At its heart, being a communicator means being able to express thoughts, ideas, and information confidently and creatively in more than one language and in a variety of ways. In early childhood education, this attribute lays the foundation for developing strong interpersonal skills, self-expression, and the ability to understand and connect with others.

But what does being a communicator look like in the early years? And how do we, as educators, support and celebrate this part of a child’s identity?

What It Means to Be a Communicator

For young children, communication goes far beyond spoken words. It includes:

Verbal communication: using words to express feelings, ask questions, and share ideas.

Non-verbal communication: gestures, facial expressions, body language, and visual art.

Listening: learning to listen actively and respond thoughtfully.

Multilingual expression: using home languages or dual languages as tools for learning.

In early childhood, every drawing, story, question, and dramatic play experience is a communication opportunity. Young children are natural communicators, we simply provide the space and tools to help them grow.

What It Looks Like in Practice

In a PYP early years classroom, the Communicator profile is nurtured daily through play-based and inquiry-driven learning. Here are just a few ways it shines through:

Dramatic play: Children take on roles, create stories, and negotiate with others.

Storytelling and sharing: During circle time, children listen to and retell stories or share personal experiences.

Creative arts: Painting, drawing, and crafting are ways children express ideas and feelings.

Questioning and reflecting: Children are encouraged to ask “why,” “how,” and “what if,” as they explore new concepts.

Multilingual opportunities: In dual language settings, children communicate in both languages, building confidence and cultural awareness.

How We Implement This in Our Learning

As educators, we intentionally create learning environments that empower children to be communicators:

We model language-rich interactions by listening, asking open-ended questions, and expanding on children’s thoughts.

We provide diverse materials that support all types of communication — puppets, books, loose parts, drawing tools, and digital resources.

We celebrate home languages and encourage children to use their mother tongue while learning a second language.

We document learning journeys through photos, transcripts, and portfolios so children can reflect on and revisit their communication milestones.

We co-construct meaning with children — encouraging them to explain their thinking and express their opinions respectfully.

Why It Matters

Being a communicator isn’t just about talking, it’s about being heard and understood. When we support this profile in early learners, we empower them to build relationships, make sense of their world, and become confident, empathetic members of their community.

So next time a child tells a story through a drawing, acts out a scene from a book, or teaches a friend a word in their home language, know that the Communicator profile is growing right before your eyes.

Let’s keep listening, encouraging, and creating space for our children’s voices to shine.