#18 Informal Use of Language (Language-Reasoning)
Have a “HELLO” conversation…1
H
E
L
Strive for Five
(back-and-forth volleys)
1
L
O
Have a conversation
 Spend time in close proximity to children
 Actively listen to children
 Match tone and feelings of conversations to children’s
affect (e.g., be excited when children are excited)
Extend into the THICK (see next page)
 Promote many back-and-forth exchanges
 Introduce new concepts and skills
 Follow children’s interests and build on their experiences
Listen and ask questions
 Ask questions that promote higher order thinking
 Provide time for children to think and then respond
 Connect open-ended questions to children’s actions and
personal lives
Listen and expand
 Add more complex language
 Add new information to scaffold thinking
Offer new words
 Introduce novel words into conversations
 Define and explain novel words
 Connect novel words to familiar words and ideas
Source: The National Center on Quality Teaching and Learning
(http://center.uoregon.edu/conferences/IECC/uploads/IECC2012/HANDOUTS/KEY_1285959/LetsTalkResourceHandoutHELLO.pdf)
#18 Informal Use of Language (Language-Reasoning)
Have “Thick”, not “Thin” conversations2
Characteristics 


Example
“Thin” Conversations
Children use and hear limited language
Questions only require one word
answers
Stops thinking process
Teacher: What did you make?
Child: A plane.
Teacher: Does it fly?
Child: Yes.
“Thick” Conversations
 Children use and hear a variety of language
 Encourages two-way conversations
 Expands on children’s interests and ideas
 Promotes higher level thinking skills
 Explains concepts
 Connects and compares ideas
Teacher: What was your favorite part of creating this piece of art?
Child: I liked making the plane.
Teacher: Oh, you made an airplane. Tell me how you made this airplane.
Child: I drew on the paper and folded it up.
Teacher: I see. You drew your design on the paper with markers and then folded
the paper into an airplane. What is your next plan going to be?
Child: I am going to fly it in the sky.
Teacher: Very interesting. How do you know that your plane will fly?
Child: Because I made these wings.
Teacher: Oh, I see. So you think that the wings helps the airplane fly. I think that
is an excellent hypothesis. How will you test your idea that the wings will
make your plane fly?
Child: I will throw it [throws plane and laughs]. I did it!
Teacher: yes, your airplane soared across the table! How do you think you could
make your airplane fly higher?
Child: I will make another wing. [Child heads back to the drawing and writing
center]
Source: National Center for Quality Teaching and Learning (NCQTL). Let’s Talk: Fostering Learning Through Daily Conversations (PPT Handout). Retrieved from
http://center.uoregon.edu/conferences/IECC/uploads/IECC2012/HANDOUTS/KEY_1285959/LetsTalkPowerPointHandout.pdf.
2
Language Used to
Control Children’s
Behavior (18.1.1)
•
•
•
•
•
•
Johnny, put the
trucks back on the
shelf when you are
done.
Use your inside
voice.
Put your things in
your cubby.
Language Used to
Manage Routines (18.1.1)
•
•
•
Line up so we can go to
lunch. Hold your bubbles
as we walk down the hall.
Go wash your hands
before snack.
Get your hands wet before
you get soap.
•
•
•
Expanding on Children’s Ideas (18.5.3)
(add details, or new, more exact words to build on ideas
children are expressing)
(Child is on playground, looking intently at something)
Teacher: Hi Susie. What are you looking at?
Susie: I am trying to find some bugs but I can’t find any.
Teacher: Can I look with you? We can be entomologists
and find some bugs to study. If you were a bug, what
would you like for your habitat – where would you
like to live? Maybe under some rocks or leaves?
Susie: Yea. Let’s look under those rocks. That would be
a good havitat.
Teacher: You are. Rocks would be a good bug habitat, a
good place for bugs to live.
Language Used to Exchange
Information (18.5.2)
(talk with children and add information
about thing children are interested in)
(Child is on playground, looking intently at
something)
Teacher: Hi Susie. What are you looking at?
Susie: I am trying to find some bugs but I
can’t find any.
Teacher: Hmm. Some bugs like to live under
things, like leaves and sticks. I see a pile
of leaves over there. Let’s see if there are
any bugs under those leaves.
Susie gets a stick and pokes at the leaves
then shouts “I see one. Look.”
Teacher. Wow. That is a beetle. See how his
back is red with black dots.
Language Used for Social
Interaction (18.5.2)
(staff respond to and discuss matters of
human interest such as family events, pets,
toys, friends, problems, concerns, positive
child behaviors)
(Dramatic Play Area)
Amy: My mommy made my birthday
cake.
Teacher: I love birthday cake. Tell me
about the cake.
Amy: It was pink and had flowers on top.
And it tasted like strawberries.
Teacher: That sounds delicious. I love to
bake cakes. I think there is a cake pan
on that shelf. I wonder if you could
bake me a cake.
Encouraging Children Communicate with Each Other – including children with
disabilities (18.5.4)
 During group time, ensure shy/less verbal children get a chance to talk. Explain the
reasons for taking turns, establish a system for turn-taking (e.g., the “talker’s hat” or use
a microphone), acknowledge children when they take turns listening and talking.
 During snacks and meals, encourage children to talk to each other.
 During center time, help children who are being left out or can’t engage in play.
 Let children know you value their conversations with each other – “You two were
having a long a conversation about your vacation during breakfast today!”
 Invite another children to join a conversation you are having – “Karen, George and I are
talking about our favorite animals. I wonder if you like the same animals we do or
different animals. Do you have a favorite animal?”
 Staff must make additional effort to help children with special needs engage in
conversation with other children.