Bev Bos often says that "Life is not a test, it's a conversation." And that's what this article from the Daily Exchange Made me think about. Pay close attention to the RED words at the end of the article. Those meant the most to me..... I have noticed that if every moment of wonder in a child's life is made into a "teachable moment" by asking a "test question" (one you already know the answer to!) soon the child will stop sharing these moments with you and soon after that stop conversing with you altogether. Keeping the conversation going at 4, 5, and 6 is vital if you want them to still be conversing with you at ages 14, 15, and 16. It also helps if they know that you "wonder" about things too, don't have all the answers, and set an example of seeking out information about your questions.
"In her article in the January/February 2009 issue of Exchange, "Think Before you (Inter)act: What it Means to Be an Intentional Teacher," Anne Epstein provides guidance on how to support child-guided learning and when to engage in adult-guided learning. In the area of language and literacy, she provides these ideas on child-guided learning:"Children learn to listen, initiate, and respond in conversation with others. This verbal facility is a foundation of literacy development. To promote these essential skills:
Be careful not to dominate when talking with children. Lean toward more child than adult talk.
Model active listening. Wait for children to form and express their thoughts. Get down on their level, make eye contact, repeat or clarify what they say to show you have heard them.
Play games with verbal directions, such as Simon Says (but without winners and losers).
Expand children’s verbalizations. For example, if a toddler says, 'Me, banana', you might say, 'You are going to eat that banana.'
Support sociodramatic play by providing props for role playing and pretending.
Pretend to misunderstand ambiguous gestures to encourage children to add words. Use humor. For example, if a child points to his/her head for help with a hat, put a shoe there instead.
Use questions but not in excess. Ask questions that encourage children to think and expand their answers. Avoid questions that have a single brief or ‘correct’ answer.
Talk to other adults in the presence of children. Model good syntax and varied vocabulary."
Be careful not to dominate when talking with children. Lean toward more child than adult talk.
Model active listening. Wait for children to form and express their thoughts. Get down on their level, make eye contact, repeat or clarify what they say to show you have heard them.
Play games with verbal directions, such as Simon Says (but without winners and losers).
Expand children’s verbalizations. For example, if a toddler says, 'Me, banana', you might say, 'You are going to eat that banana.'
Support sociodramatic play by providing props for role playing and pretending.
Pretend to misunderstand ambiguous gestures to encourage children to add words. Use humor. For example, if a child points to his/her head for help with a hat, put a shoe there instead.
Use questions but not in excess. Ask questions that encourage children to think and expand their answers. Avoid questions that have a single brief or ‘correct’ answer.
Talk to other adults in the presence of children. Model good syntax and varied vocabulary."
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