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Why do teachers talk with children? There are many This article explores research findings about the effects
excellent reasons, such as these: of adult’s language and conversations on children’s
• Children enjoy social conversations with adults. development. It also discusses ways that teachers can
• A few enticing words can encourage children to include more intentional talk in their daily routines and
engage in a particular activity or behavior. classroom activities to support children’s learning.
• Thought-provoking questions or using new words
can extend children’s thinking and curiosity.
• Adults can directly answer children’s questions.
How Adult Talk Supports
A great deal of research supports the value of talking Children’s Development
with young children.
Children’s Vocabularies Grow
• When adults purposefully talk more with chil-
dren, children develop larger vocabularies (Hart When two researchers looked at families with young
& Risley, 1999; Hoff & Naigles, 2002). children who were learning to talk, they found that no
• When children have larger vocabularies, they be- matter what a family’s economic or social situation, the
come better readers in middle childhood (Snow,
Burns, & Griffin, 1998).
• When adults talk to children with longer, more Joan E. Test, Ed.D., is Assistant Professor, Childhood
complex words and sentences, children have Education and Family Studies, Missouri State University,
higher IQ scores (Hart & Risley, 1999). Springfield. She is the faculty liaison to the Child Devel-
• When adults talk with children in a responsive opment Center at Missouri State and teaches courses in
and sensitive way, they encourage children’s social child and human development. Her research focuses on
and emotional development (Ensor & Hughes, the influence of social interactions on children’s develop-
2008; Harris, 2005). ment in families and early childhood settings.
In general, talking with young children encourages Denise D. Cunningham, Ph.D., is Assistant Professor,
development in many areas: spoken language, early Childhood Education and Family Studies, Missouri State
literacy, cognitive development, social skills, and emotional University, Springfield. She has many years of experience
maturity. Speaking with children in increasingly complex as the director of an early childhood center and as a teacher
and responsive ways does this even better. and literacy coach in the St. Louis Public Schools. Her re-
search interests include creating high-quality environments
Why Talk WITH Young Children? to promote children's language and literacy development.
Talking with young children encourages development in Amanda C. Lee, B.S., is a Lead Teacher in the Child De-
• spoken language • social skills velopment Center, Missouri State University, Springfield.
• early literacy • emotional maturity Lee is pursuing her Master’s degree in Early Childhood Ed-
• cognitive ucation at Missouri State. She has had the opportunity to
development
“put theory into practice” and use rich, meaningful language
Speak with children in increasingly complex and
every day with the children in her classroom!
responsive ways.
Talking with young children encourages development in spoken language, early literacy, social skills, and emotional maturity.
Speaking with children in increasingly complex and responsive ways does this even better.
In conversations with adults, children learn about other people’s ideas and experiences and compare these to their own. Through this
process children realize that people see and experience things differently. These experiences foster empathy.
Teachers can change this by pur- • Children’s language was more to children’s vocalizations and
posefully engaging in high-quality, advanced depending on the words, and talk frequently to
pleasurable exchanges with children. quantity and quality of the children using a positive tone
Children’s language development can teacher talk they heard (Bel- of voice.
make substantive progress when teachers sky, et al., 2007; NICHD • Children’s language develop-
adapt their speech to children, as Early Child Care Research ment is more advanced the
documented by a number of important Network [ECCRN], 2000). more teachers talk using less
studies such as those cited here. These increases were main- controlling language (McCart-
tained through pre-school ney, 1984).
and later in school. • Children in preschool class-
Characteristics of • Children’s cognitive and so- rooms had better academic,
High-Quality Talk cial development were more language, and social skills
The types of verbal interactions advanced when teachers in- when teachers engaged in
that teachers have with children make creased the amount of high- higher-quality interactions
a difference in their development. quality language (NICHD with children, as assessed with
These are some of the most critical ECCRN, 2000, 2006). High- the Classroom Assessment
research findings to document the quality language means that Scoring System (CLASS)
value of high-quality verbal com- teachers ask many thought- (Mashburn, et al., 2008). The
munication with young children. provoking questions, respond developers of the CLASS
Teachers who talk with children during dramatic play can scaffold their ability to coordinate with others. Children learn to negoti-
ate, interact, and verbalize their feelings during these discussions.
Note: Dimensions of Early Childhood readers are encouraged to copy this material for early childhood students as well as teachers of young children as a professional development tool.