By Ann C Browne
This source examines how little ones elderly 3-5 advance as freshmen and clients of language and literacy.
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Additional info for Teaching and Learning Communication, Language and Literacy
Below are a list of types of talk which are allied to thinking and some open questions which adults can use to prompt different types of thinking. Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Explain – Why do you think that … ? Will you show me how to … ? Rethink – Is there another way … ? Recall – Did you notice what happened when … ? Predict – What would happen if … ? Reason – I wonder why that happened? What do you think … ? Evaluate – Which suggestion is best and why … ? Plan – What could you do next time … ? These sorts of questions will arise in activities across the curriculum.
We know that adults make learning to talk a positive and rewarding experience for children. They: Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ expect children to talk; reward even their most rudimentary attempts with smiles and praise; view progress in talk as an important milestone; provide models of speech for children; are delighted when children ‘have a go’; incorporate early words and two- and three-word utterances into more extended sentences; Ⅲ engage in real conversations with children; and Ⅲ take the lead from children by responding to and extending what they say.
Could it be used for anything? The children’s thoughts and suggestions could be recorded in speech bubbles and displayed around the picture or object before its true identity is revealed. Other people Visitors who are invited to talk to children about their job, their memories or their experiences provide children with opportunities to listen carefully and to ask questions. Along with visitors who read stories to children they can provide enriching language experiences as they may introduce children to different accents and dialects.
Teaching and Learning Communication, Language and Literacy by Ann C Browne