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cial, and emotional development. Talking With …
Fall 2010 DIMENSIONS OF EARLY CHILDHOODV olume 38, Number 3 3 Everything teachers say questions, comments, guidance can influence what childrenlearn. Intentional, purposeful conversations support children s cognitive, language, so-cial, and emotional do teachers talk with children ? There are manyexcellent reasons, such as these: children enjoy social conversations with adults. A few enticing words can encourage children toengage in a particular activity or behavior. Thought-provoking questions or using new wordscan extend children s thinking and curiosity. Adults can directly answer children s great deal of research supports the value of talkingwith young children . When adults purposefully talk more with chil-dren, children develop larger vocabularies (Hart& Risley, 1999; Hoff & Naigles, 2002). When children have larger vocabularies, they be-come better readers in middle childhood (Snow,Burns, & Griffin, 1998). When adults talk to children with longer, morecomplex words and sentences, children havehigher IQ scores (Hart & Risley, 1999).
4 Volume 38, Number 3 DIMENSIONS OF EARLY CHILDHOOD Fall 2010 more that parents engaged in daily conversations with their children, the more rapidly the children’s vocabularies
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