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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 .

Fall 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 3 5 for literacy. Children who acquire speech quickly and easily are becoming more ready to …

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cial, and emotional development. Talking With Young ...

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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 grew (Hart & Risley, 1999). Nearly all families talk with their

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