Infant/Toddler Language Development
The Care Teacher’s Role in Early
Language Development
WestEd.org
Learning Objectives
Participants will be able to:
• Explain how enjoyable, responsive and
respectful communication exchanges help
care teachers support early language
development.
•
Develop strategies to modify her/his behavior
and language to fit the needs of each
individual child.
•
Recognize how children differ in their desire
and ability to communicate.
WestEd.org
Conversational Styles
• The sociable child: This child initiates constantly
and is very responsive to the initiations of other
people.
• The reluctant child: This child seldom initiates
(although she may respond when spoken to)
and is often on the outside of interactions and
group activities.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Conversational Styles
• The child with his own agenda: This child
spends a lot of time playing alone,
appearing uninterested in interactions with
adults and peers. He may initiate when he
needs something, but frequently rejects or
ignores your efforts to engage him.
• The passive child: This child seldom responds
or initiates, demonstrating little interest in the
objects or people around him.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Individual Reflection
Answer the questions on the handout
Reflecting on Children’s Conversational Styles.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Discussion
Find a partner and discuss
what you discovered
about yourself, and which
children you seem to
interact with more.
Which types of children do
you interact with less
frequently?
WestEd.org
Care Teacher Roles
•
The Director: This teacher maintains tight
control over the children and their activities.
She spends much of her time making
suggestions, giving directions, and asking
questions.
•
The Entertainer: This teacher is playful and
lots of fun, but she does most of the talking.
She gives children few opportunities to get
actively involved in the interaction.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Care Teacher Roles
•
The Time Keeper: This
teacher rushes through
activities and routines in order
to stay on schedule.
•
The Too-Quiet Teacher: This
teacher sits with the children,
but hardly interacts with
them, even when they
initiate.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Care Teacher Roles
•
The Helper: This teacher thinks that children
won’t be able to express themselves, so she talks
for them or offers help before they show any
need for it.
•
The Cheerleader: This teacher gives the children
lots of praise and gets very excited when the
children accomplish a task, large or small. She
often says the words “Good!”, “Good job!”,
“Good sitting!”, “Good Talking!”
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Care Teacher Roles
• The Responsive Partner: This
teacher is tuned in to the
children's abilities, needs and
interests. She responds with
warmth and interest to each
child, which encourages the
children to take an active part
in interactions, both with her
and with their peers.
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
Reflection
Take a moment to think about which of the
following roles you play when interacting
with children:
•
Which role do you play?
•
When do you play this role?
•
What effect does this role have on
your interactions or conversations
with children?
)
Adapted from : Teacher Talk Series: Encouraging Language
Development in Early Childhood Settings, The Hanen Program
WestEd.org
BREAK
WestEd.org
Help Children Expand Language
Reflect on what you see the care teachers
doing to expand language.
Early Messages DVD: Strategy 5: Helping Children Expand Language
WestEd.org
Help Children Expand Language
• What are some
examples of descriptive
language you use?
• Do you use openended questions when
talking with children?
Give an example.
WestEd.org
Using Books to Expand Language
•
Young infants may be interested in books, but it may
take a while for them to understand that books have a
purpose and are used in a certain way.
•
Mobile infants start to use words and realize that
pictures in books represent real people and objects.
•
Older infants have more vocabulary. They begin to
combine words and take more turns in conversations.
Their receptive language has also increased, and they
can enjoy a wider variety of books.
WestEd.org
Sharing Ideas
For the two books you brought
to share, do the following:
 On a 5 x 7 card write the title
of the book and author,
along with a brief statement
why you believe this is an
appropriate book to use with
infants and toddlers.
 After you’re done, place the
5 x 7 cards next to your books.
WestEd.org
Summary
• The responsive care teacher
modifies her/his behavior and
language to fit the needs of
each individual child.
• Children have different
conversational styles. Care
teachers want to ensure that
they respond to all children, not
just sociable children.
•Care teachers use books to
expand children’s language.
WestEd.org