I intentionally expose children to new vocabulary. I scaffold language by modeling language that builds on children's ex
C
Chapter 5: Language Development
hapte
5
r
New Staff Orientation – Working With Preschoolers
Language skills: Examine your practice Examine your practices with children to make yourself a better professional. Read the following language development skills and then reflect on how you use the skill with the children in your care. After you reflect on your daily communications skills, use the My Reflections section to write any ideas and plans you have for improvement as well as to recognize what works well. Recognize your strengths and challenges to help your teaching practices.
My reflections I share face-to-face time with each child every day I share stories and conversations every day I use gestures (like smiles and waves) to communicate, and show actions to songs I use sign language I share other languages with children I use back and forth conversations with children (take turns) I follow children’s leads in conversations I use conversation starters with children (I wonder…, I noticed…) I encourage natural conversations I use observation to decide whether to step back or to start a conversation I never force conversations or force a child to talk I talk with children during routines (mealtimes, toileting) I talk with children during transitions (lining up, putting on coats) I comment on what children are doing (“You used all red blocks to build your tall tower.”)
5 page 1 of 3
extension.psu.edu/youth/betterkidcare New Staff Orientation – Working With Preschoolers, Chapter 5: Language Development
My reflections I respond to children’s work with specific words (not a routine “good job”) I listen and document (write out) children’s expressive language I observe children’s receptive language and make notes (listens to stories, etc.) I model narrative skills with children (help children tell a story, describe a sequence of events) I fill the environment with literacy (print and visuals) I provide writing materials to children I am aware of the stages of writing I hang children’s drawings and writing where children can see them I intentionally expose children to new vocabulary I scaffold language by modeling language that builds on children’s existing language (“It’s red, yes, scarlet red.”) I share games that focus on the sounds in language I use rhyming activities with children I expose children to play with words that begin with the same sound (sing “Willoughby, Wallaby, Woo”) I plan for rich book-talk and use interesting developmentally-appropriate books I ask questions that help children understand the story I provide both fiction and non-fiction books I re-read books with children I read aloud every day I read aloud to small groups, large groups, and individual children
5 page 2 of 3
extension.psu.edu/youth/betterkidcare New Staff Orientation – Working With Preschoolers, Chapter 5: Language Development
My reflections I intentionally point out letters and their sounds I provide books, materials, and resources that support literacy (writing center, puzzles, etc.) I intentionally help children connect to their written name throughout the day I label the environment and draw children’s attention to those labels I sing with children everyday I use music to expose children to rhythm, beat, patterns, and sequence I use technology to support communication (cameras, computers, apps) I connect with every child’s family to talk about their child’s language and their home language I plan with families, my director, and my team for any dual language learners I plan with families, my director, and my team for language development
5 Supported by funds from the Office of Child Development and Early Learning, jointly overseen by the Departments of Human Services and Education.
This publication is available in alternative media on request. Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to minorities, women, veterans, individuals with disabilities, and other protected groups. Nondiscrimination: http://guru.psu.edu/policies/AD85.html
Claudia C. Mincemoyer, Ph.D., Better Kid Care Program Director 343 North Science Park Road Suite 208 State College, PA 16803 © 2015 The Pennsylvania State University
page 3 of 3
HO_NSOP_LangDev-r1.indd
