A language-rich environment is vital to children’s early learning and social-emotional development. A language-rich environment isn’t just a room with books and a variety of print; it’s a room where children hear and participate in talking, singing, and reading.
Recent research out of MIT has shown that not just language but an intentional conversation between an adult and a child is what can actually develop the child’s brain. Many children hear mostly directions—like “sit down” and “line up”—which don’t provide the opportunity to engage in a conversation. Try these strategies to improve Language Modeling and engage all children in rich conversations that will prepare them to be readers, writers, and thinkers.
Get down on the child’s physical level (by kneeling, for example).
Listen to what the child says or pay attention to what they are doing or pointing at.
Observe the child’s facial or body expressions.
Comment on what the child is doing and wait for a response.
“You like the trains. You’re working hard to build a large train track.”
Ask questions about what the child is doing or plans to do.
“What are your plans for those blocks?”
Repeat what the child says then add a little bit more or a new vocabulary word.
Label or describe:
Child: I like it.
Teacher: You like juicy peaches.
Provide more information:
Child: [Pointing outside] Dark!
Teacher: The sky is dark. It looks like it may rain soon.
Help make connections between what is happening in the classroom and what is happening in homes or communities.
“What does this remind you of?”
“You like playing with the stuffed animals. Do you have any animals at home?”
Instead of this …
Adult: Eat your lunch.
Adult: What are you having for lunch?
Adult: Are you playing in the kitchen?
Adult: What are you cooking?
Adult: What will you do in the kitchen today?
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When I was a teacher, I can remember taking care to intentionally plan differentiated, or individualized, instruction. And, when I was teaching pre-K I added the same level of intentionality to which materials were available in interest areas, and how I approached transitions throughout the day.
While any level of intentionally, specifically in relation to planning, is important -- I missed a critical opportunity in being more intentional in my interactions with the children in my class.
There is always an opportunity for interaction. Some opportunities are easily recognizable: times of play, free choice, centers, small group. We often see teachers engaged in activities alongside children during these times or hear questions being asked. Other opportunities might be a little less obvious. These are the times of your day that you might see as mundane moments that merely require your supervision or monitoring. The times where you’re going through the motions. “I’m doing this thing so I can move on to the next thing.”
In a previous blog, colleague and early childhood environment extraordinaire, Heather Sason, discussed how your classroom environment can help promote effective teacher-child interactions. In this blog, I propose we explore some of the often overlooked times in your day that are ripe for interactions with children and that do promote exploration, learning, and development!
It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. We know that intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.
Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom.
We’re more than a month into the school year, and many educators and school leaders are feeling tired or burnt out already. That’s normal in any school year, as the newness of back-to-school wanes and the reality of a long year ahead kicks in. But, this year, that tiredness may feel like it has never felt before. Chalkbeat has reported that teacher vacancies are up in 18 of 20 large school districts, and it’s not surprising. Many are exhausted after a difficult year and a half (to put it mildly!). Many are also leaving the profession in droves to find work in competitive environments that provide a substantially larger salary.