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Why Language is an Important Tool when Learning to Swim

Why Language is an Important Tool when Learning to Swim

What words, phrases and expressions do you use when you are in the water with a child? Let’s explore how what we say can have a huge impact on what we do!


More often than not, we associate the word ‘swimming’ with the physical aspects of moving through the water, i.e. what we do with our bodies. As swim teachers, and as parents, we guide little ones through moves, holds and exercises in order to lay the foundation for – and eventually solidify – those all important swim skills. 


With a decade-long background in English Language, working as a communications specialist, one of my own personal interests lies in how we talk to, and talk about, our little ones in the pool. Mastering swimming on our front and back is the end goal, but I believe that the outcome can be reached much more successfully by using the right language in the water.


Verbal and non-verbal communication is a very important part of learning to swim because it can often be the gateway to a child feeling comfortable, relaxed, safe, happy and confident. If we can help them reach this state of mind through our own words, then with the right subsequent direction and guidance, the swimming skills and love for the water will follow.


As a swimming teacher and language geek, there are various things that I personally have in mind when I am using words and phrases before, during and after a lesson. I wanted to share these points to inspire you to be conscious in your communication.

1. We are creative with how we describe things and avoid non-accessible words

“We’re going to do back-work today!” might not be the optimal way to engage a toddler in their swimming lesson. At Swim Works, we use sensory themes, songs and activities to tone-down any curriculum jargon and allow creative, imaginative toddlers to flourish. Inventive, alternative language can allow children to access an activity and feel excited about taking part in it.


“Back floating” might be “pretending to be stars!” and “front scoops” might be “strong digger arms!”. Rather than telling a small child to “jump from the side with their hands on their heads”, we might ignite fun by “zooming into the water like tall rockets!”. Toddlers have great imaginations and an appetite for discovery – we can ignite their curiosity for the world through our words.

Importantly, at the same time, we recognise that all children are different, and many, especially as they get older, will benefit from literal explanations, physical demonstrations and less metaphors. As teachers, we love to get to know our swimmers individually, read their responses and assess what type of learning works for them personally – auditory, visual, physical, literal, imaginative or other.

2. We believe that our non-verbal energy is an important foundation

When we say non-verbal communication, we mean everything other than our voice – facial expressions, posture, stance… anything our faces or bodies do that might convey an attitude or emotion. 70-90% of communication is non-verbal, and, as the famous saying goes, “a look can say a thousand words”. 


When we want children to feel relaxed in the water, it’s good to tune into ourselves first. At Swim Works, we take time to allow our parents to feel comfortable and happy in the water themselves so that their non-verbal cues can remain relaxed. As parents new to swimming, even when we don’t say anything at all, children can pick up on our anxieties, so we ensure that we get to know the water ourselves and aim to reduce the tension in our own bodies and on our own faces.

3. We connect with children through language so that they feel safe and welcome

At Swim Works it’s vital that our swimmers know that the pool is a safe place, and that we are here for them. 


We use our words to say hello, to welcome you, to learn your names, and to acknowledge you at every step throughout a lesson. This might mean repeating names, utilising lots of eye-to-eye contact and using our words to recognise what your child is doing: “I can see your great kicks, Jacob, well done”.

4. We try not to narrate missed outcomes or regressions in front of children

Learning to swim is a continuous process that evolves and changes each week, just as our children do! We all have good weeks and bad weeks (children and adults alike) and we all experience steps forward and steps backwards when learning any new skill. A child’s reluctance or resistance to take part in something one week is very normal and in these circumstances we use our language to show acceptance, respect, love and praise.


It’s good to swap a phrase like “she never wants to swim on her back, she hates it” to something like “that’s OK, let’s try a little sway together instead, shall we try again in a moment?”. Rather than discussing what hasn’t been achieved that week, focus on verbal praise and positive non-verbal communication to let a child know that they can try an alternative move and attempt the original swim skill again soon.

We encourage all of our parents to instil confidence and boost self esteem by avoiding mentioning things your young child is struggling with. At around 2-3 years old, when a child is learning to process the world around them in a more complex way, they lean towards accepting things they are told and also may repeat what is said in their presence. Hearing “he hates the woggle” again and again might encourage them to truly believe and act out just that! 


We know that, as parents, it’s hard to not worry about your child’s progression, but by relaxing and keeping the language positive, your child will really benefit in the long run.

5. We believe in the child so that they will believe in themselves

We always acknowledge a child’s progress and achievements: “I knew you could do it!”, “you did so well, well done!”, “I believe in you”. Know that verbal encouragement may help a nervous swimmer cross the boundary into the territory of self-confidence. 


At the same time, we don’t force or push a child to do anything they don’t want to. We hear and understand “no” and work hard to read the difference between minor hesitation and fear / anxiety.

6. We listen and we validate ALL emotions


Toddlers are still learning how to process what they feel. Even as grown adults, we still ride the rollercoaster of high emotions and low emotions ourselves, so our children especially need pure support and validation during emotional moments. 


The best thing you can do to help a child learn how to regulate their emotions is to use your words to acknowledge their feelings and accept those feelings, not dismiss or suppress them.


We never tell children ‘“don’t cry”, “what are you so upset about, it’s silly”, or “stop being so upset”. We let them feel what they need to feel, we model our own management of complex emotions and we show them how to navigate theirs next time. We might say “it’s OK to feel nervous, I get nervous too”, “it’s OK that you are upset, I am here for you”, or “I can see that something has made you sad, I understand that and I am here”.


We also use our facial expressions and eye-to-eye contact to let our children know that we are listening to them and that they are supported and reassured.

7. We use our voices in absence our our faces

Never underestimate the power of your voice! 


Sometimes if a child can’t see you – say, if you are holding the pool noodle from behind or if they are swimming on their back – use your language to remind them that you are still present and right next to them: “I know you can’t see my face, but I am still here, and you are doing so brilliantly”.

8. We ask (relevant and age-appropriate) questions to encourage engagement

Questions are excellent in helping our little ones learn: “would you like to jump in again?”, “shall we all see what happens if we tip the watering can?”. Toddlers are inquisitive, vocal and experimental, thriving in an environment where they can try, learn and say new things. 


More complex questions can be posed, but only if we feel very confident that the answer will be known by their age / developmental level. As teachers, we don’t fire dozens of questions (swimming is fun, not a test!), but something like “what colour are these trains that we’re all going to collect?!” to a three year old might encourage a smile and a subsequent engagement with the activity when they get the answer right (“BLUE!!!”). The question could even help expand their own vocabulary. 

9. We always offer choice and options to nurture independence

A 6 month old might be starting to gesture at things they do and don’t want, an 18 month old is starting to recognise that they have a choice, and a 3 or 4 year old will simply thrive in an arena of independence. 


As teachers, we know that offering two options can mean the difference between an engaged and an unengaged child. “Here is your noodle” might become “what colour noodle would you like?”. For babies, we can hold out the two variants and read their eyes and arm movements to decipher their decision.


At Swim Works, our pre-school activities often involve decision-making and a variety of options as we love to watch the wonder in children’s faces as they make creative choices and see outcomes: “Do you think this ball is going to sink or swim?! Shall we find out together?”.


Closed questions can also help us really read what is happening in our little one’s mind, especially if they are not so sure about something. For example, the open question of “what’s wrong?” might be met with silence, but more specific inquiry like “was it the ball that you are feeling unsure about?” can help us get to the bottom of what is going on by reading their responses closely.

10. We encourage

We’re big on well dones at Swim Works! We know that celebrating the little (and big) wins is a very important part of a child wanting to learn to swim. With a baby or toddler class, we might high five, show a thumbs up, or use our hands to sign ‘well done’. 


But we might also be very specific with our words of encouragement in these scenarios, so children can recognise their specific hard work and be motivated to continue with similar activities in the future. We may swap a simple “well done!” for words that comment on specific things a child can control: “those were excellent long kicks, Sam, great effort”, “you’re doing fantastic scoops with your hands today, Emily”, “‘those were great listening ears just now, Vish”, and so on.


We’re also believers in loving and acknowledging, no matter what the outcome. We don’t save warmth for just those who might have achieved a task or move – children are supported no matter what. We can always reply with a smiley “good try!”, “good guess!” or similar – just because something hasn’t been perfected, it doesn’t mean we can’t praise our children for attempts and small ‘wins’.

11. We talk things through, we prepare for transitions

One of the best ways to prepare a pre-schooler for their swimming lesson is to talk about it. We know that for toddlers especially, discussing upcoming plans and getting ready for an imminent transition is so important.


We can talk about swimming (“we are going swimming tomorrow”), discuss the specifics of the lesson (“we swam with dinosaurs today didn’t we, shall we tell daddy about it?”), engage with who the teacher is (“your teacher is called Kate, isn’t she?”), prepare for change (“we have one more jump then we are going to do something new”) and look at photos of swimming and the swimming pool’s spaces together (“this is where we go swimming, isn’t it?”).


Also, never underestimate the power of explicit description when it comes to explanations, as children’s developing brains may need lots of detailed information and repetition to fully process and grasp something. Rather than “don’t stand on the ledge, no”, a three-year-old might respond much better to “Jack, look, where are your feet? Can you sit down on your bottom, so we are safe?”.

12. We avoid comparison, because we are all individuals!

Things you will never hear us say at Swim Works include: “some of you are so good at kicking and some of you can’t yet”, “your older brother is really good on his back”, or “normally children your age can do a star float”.


We all develop at different paces and whilst, as early-years teachers, we do have developmental markers that we will be aware of and discuss with parents, we know that all little ones are all so beautifully different from each and every one of their peers. We are very careful with our language to make sure they do not feel put down, compared or in competition with others.


A good teacher will also always make a conscious effort to connect to each individual child and comment on things they are working hard at that week – we wouldn’t overly and repeatedly praise just one child who has mastered something whilst ignoring others in the same class who might still be learning. We all progress at different rates and we celebrate that.

13. We talk to children, no matter what their age

Using direct, calming language and facial expressions in the water with your baby can contribute to a beautiful and memorable bonding experience.


From around 15 weeks in the womb, an unborn baby will start to hear sounds from the outside world and at 23 weeks, they are able to respond to the sound of you and your partner’s voices. At around 6 months old, a baby may react to your facial expressions and respond in some way to your communication. 6 months later and a child will be starting to build the basis of their communication skills, becoming much more in-tune with the language heard around them, understanding the word “no” and using simple gestures to tell you what they want. Throughout this sacred and impactful time, our children continue to thirstily soak up the world around them, and so our choice of language and our own behaviours can be of great importance.


Both as a mother and a teacher, I find that talking directly to babies in (and out of) the water makes them feel more at peace as they feel safe through the presence of your communication: “this is your first swimming lesson with mummy”, “what do you think of the water?”, “shall I trickle it on your toes and see what you think?”, and so on. When they hear your words and see your non-verbal assurance, they feel seen and secure and they know you are near.

14. We mirror, we model, they copy

Use your language to show a child that the water is a fun and safe place to be. 


Rather than shying away with a “no don’t splash mummy!”, we try a laugh and a “I love the water on my cheeks and hair, do you?!”. If we love to swim and to get wet, and we tell them this through our words and our expressions, they will love it too!


We can also use our language to demonstrate and narrate how a particular exercise or activity is carried out. A child may be cautious doing something for the first time, but through observation and practice, they will eventually learn to do it for themselves: “shall I show you how we walk safely up the steps –watch me, holding onto the rail, then you put one foot on the step, then the other, that’s it…”.

15.We utilise and appreciate silence

Last, but by no means least, an important part of the sequence of communication is seconds or minutes of no communication at all. 


Ensuring there is time in the lesson to stop and reflect, makes space for a more calming and relaxing aquatic classroom, yes, but it also creates precious little moments where our little ones can do one very important thing – process.


Tiny brains often need a moment for everything to stop, so that they can decipher what they are being asked to do, process it, decide what to do, then take action. This is why we often mirror, pause, then wait for reaction. 


It is here, within these beautiful moments of pure silence, that we allow our children space and time to independently shine.

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