Language Facilitation and Support

In this video exemplar, the teachers pause to give the children an opportunity to respond. Some children may need more time while others may need less, so it is important for teachers to listen attentively and wait patiently while children attempt to verbally respond to questions.

In this video exemplar, the teachers asks the infant questions about the objects in the book and the outdoor learning environment. labeling objects in the book and within the outdoor learning environment. Teachers can initiate conversations with young children by asking a variety of questions during activities and routines.

The video exemplar highlights moments throughout the day classroom teachers can communicate with children. Routines such as hand-washing, center time, and small groups provide teachers with opportunities to have meaningful and rich conversations.

During an art activity, the teacher uses descriptive language to label how the paint feels. Labeling an object or action contributes to building young children’s vocabulary and they will be more likely to use those same words when communicating with others.

The Early Learning Matters (ELM) Curriculum is an extensive, research-informed program created to support the optimal learning and development of children from birth to five years of age. ELM offers a comprehensive, developmentally appropriate approach to meaningful learning for all children.

In this video exemplar, the teachers initiate a conversation based on a child’s interest and then they pause for the child to have a chance to respond. Teachers can engage in one-on-one conversations by asking questions about a child’s interest and allowing the child the opportunity to respond as their turn.

In this video exemplar, the teachers expand on the children’s interest by adding words and specific information. Teachers can deepen or expand on children’s initiation by providing more specific information or building on a child’s background knowledge.

In this video exemplar, the teachers restate and then extend the children’s attempts to communicate. Teachers can deepen or expand on children’s initiation by providing more specific information or building on a child’s background knowledge.

Teachers notice and respond positively to individual children’s gestures, vocalizations, and comments in this video. They build children’s oral language skills by attentively and appropriately responding to their communication attempts.

In this video exemplar, the teachers use a variety of questions to communicate with children during the day. Teachers can initiate conversations with children by asking open-ended and closed-ended questions across various activities, routines, and contexts.

“Talk, Talk, Talk” provides tips teachers can use when talking and listening to babies and toddlers. The document suggests ways caregivers can listen attentively and respond to children to encourage back and forth conversation to develop language.

In this video exemplar, the teachers narrate children’s actions and use descriptive language to label different objects and activities. Labeling an object, activity, or action builds children’s vocabulary so they are more likely to use those same words when communicating with others.

In this video exemplar, the teachers use language and asks questions to expand on the children’s interests. Teachers can make comments and ask questions in response to something a child has said to build the child’s language.

In this series of exemplar video segments, teachers showcase providing verbal praise to infants, toddlers, preschoolers and after school children throughout the day. Their use of positive responses, feedback and praise encourages a continuation of desired behaviors.