1-Concept development-using descriptive language
a. Bringing children to pictures that are eye level and asking them questions about those pictures. For example, “is this grandma?”
b. Also, if you are changing them, you can bring their focus to an object and ask, “can you point to the heart?” (hanging above nearby)
c. A third example is describing a toy with details. For example, “look at the lion’s long and brown hair.”
2-Describing events and actions
a. Describing washing your hands step by step and narrating the observations. For example, saying “look at all the bubbles.”
b. Describing the movement of a ball. For example, “look how I use my hand to roll the ball to you” or “look how I use my hand to pick up the ball and throw it to you.”
3-Social and emotional development
Learning how to interact with others and explore their environment safely.
a. Asking questions and pausing, giving children time to respond verbally or non.
b. When baby or child is crying, quickly respond because it helps them better describe their needs.
c. Acknowledging positive interactions when children are playing together. “I love how you are sharing; we need to always do this.”
4-Responding to communication attempts
When babies or children react, teachers try to satisfy their want or support them.
a. Baby signals that he wants to be picked up by raising hands; you can say do you want me to pick you up, say pick me up please.” Then, pick up the baby. Even though baby cannot say these words now, you are building language structures in their mind.
b. Baby is in a position and is trying to roll over, but cannot; so, you respond by saying “do you want to roll over.” Then help the baby to roll over increasing the amount of support until the baby turns over.
5-Positive language for guidance
a. Thanking and praising a younger child for helping a baby find a toy and giving them clues to what would be the perfect toy.
b. Pointing to the different body parts and using other children as a scaffold, so students learn from the example.
6-Using language during daily activities
a. Instead of saying no! Saying “feet on the floor” when a child is climbing furniture is better.
b. “Walking feet” instead saying “no running!”