Observing a child’s signals determines a child’s attention and interest. This measure examines the teacher’s ability to use encouraging language to build or nurture a child’s interests based on their signals. If, for example, an infant is looking in the mirror and the teacher takes away the mirror from the child and replaces it with a rattle, the teacher is not able to support what the child is focused on. In contrast, a teacher who responds positively to the infant, saying, “Oh wow! I see you! Who is that? Is that Miguel? Where is your nose?” uses encouraging language that builds and supports the child’s interests.
Category: Category 2: Teacher-Child Interactions
Subcategory: Language Facilitation and Support
Examples
In this section you will find videos, images, and/or documents that can be used to better understand this measure. These examples can also be used in conversations between mentors, directors, and/or teachers to discuss how the program's current practices compare to these examples.
Video Example
In this exemplar video segment, a teacher uses language to expand and add meaning to a book being read to a child. As the child listens and talks about the watermelon story, the teacher asks questions to expand on what interests the child during the book reading.
Age(s): Toddler
Video Example
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.
Age(s): Infant, Toddler, Preschool, School-age
Practice Opportunities
These resources include tips, strategies, activities, or specific tools related to this measure that programs can put into practice.
Activity
In the document Babble Talk, created by the Department of Early Education and Care, the writers describe ways teachers can listen and then respond and extend babies babbles or attempts at talk. Listening, responding and extending language with babies face-to-face in infancy can lead to stronger language skills as they become toddlers.
Age(s): Infant
Publication
The PNC Foundation published this guide to share 10 different practices teachers can use to promote the language development and communication skills of infants and toddlers. One of the strategies mentioned is commenting on children’s actions, interests, or initiations. Teachers can make comments and ask questions in response to something a child has said to build the child’s language.
Age(s): Infant, Toddler, Preschool
