Join our mailing list:         
Visit Marvellous Mouth on Facebook Marvellous Mouth on LinkedIn

Marvellous Mouth in the UK

Marvellous Mouth Children's Speech and Oral Language Therapy


Early Years Foundation Stage (EYFS) and Marvellous Mouth

For more information, go to the EYFS website or download the handbook.

EYFS communication standards


The ethos of Mouthercise, to enable young individuals to develop into effective communicators, meshes well with the communication goals and strategies outlined in EYFS.  Mouthercise begins with ELG 03 (speaking) in league with ELG 01 (attention and listening) to acknowledge and value the child’s perspective the environment and those who populate it. Developing a relationship first, where the perspective of the other is valued, allows greater success developing attention, listening skills and understanding.


Foundations for Quality  - the Nutbrown Review 

sections 2.7, 2.8 and 2.9 are taken directly from the text of the document. Bold italic text discusses ways  Marvellous Mouth and Mouthercise can assist in implementing the recommendations and goals.


2.7   Of course, all of those working in the early years – whatever their

job title and role – must be carers as well as educators, providing

the warmth and love children need to develop emotionally

alongside and as part of planned and spontaneous learning

opportunities. Overall, practitioners must bring these aspects of

care and education together to provide the very best experience

for each and every child. In other words, care and education must

not be mutually exclusive – all learning can take place in a caring

atmosphere that responds to children’s all round needs, and a

caring atmosphere can also be one in which young children learn

and develop.


The ethos of Marvellous Mouth is to encourage holistic, spontaneous learning through relating to the people and world around the child. It also encourages life-long learning, with the adults as engaged in exploration and growth through respectful interaction of people of all ages and backgrounds.


2.8 So, in terms of what early years practitioners need to know, I

would like to start by highlighting the importance of all those who

work with children understanding language development. The

evidence for strong support of young children’s early language

development is overwhelming, and the environment in which

children communicate influences language development.

Given the correlation between language and communication

development and outcomes later in life, it is important that an

understanding of how to encourage and support early language

development, from birth, forms a core part of any qualification.


Marvellous Mouth provides a safe and empowering environment in which all aspects of communication are recognized, whether verbal or non-verbal, gesture and body language alike are validated as pre-cursors or partners to spoken language and listening skills.


2.9 No study of child development would be complete without a solid

understanding of special educational needs and disability.

Indeed, a key part of understanding how and when children

typically develop is being able to notice signs of slower, or                                                           

different, development and whether an apparent delay in

development is an indication of other special educational needs or

disabilities. Early years practitioners need to know what to look for,

how to respond to it, and how to interact with parents and the

range of other bodies, professionals and services that may play a

part in supporting a child with special educational needs or who is

disabled. Importantly they need to be able to work inclusively, so

that the individual needs of all young children are identified and

met in the context of interdisciplinary collaboration with other

related professionals and with families


Marvellous Mouth was developed in many special needs classrooms as well as mainstream settings which included children with special needs. Within both settings a very interesting observation shone through. If children are seen as differently-ABLED rather than disabled by the adults around them, their abilities will become more noticeable. Often seeing what a child can do is the key to opening the door to the tools that will improve areas of challenge.

Children have a clearer and more accepting eye and ear for their peers than do adults until the adults start valuing performance of some over that of others. To prevent value judgements from appearing too soon, Mouthercise is structured to allow adult and children to explore the mechanics of speech in a developmentally appropriate sequence in a communicative environment. Children can self-assess and problem-solve with support from their peers as well as the adults.

The teacher's text provides the information and vocabulary necessary to communicate efficiently and accurately with speech-language pathologists and parents alike.