Scaffolding Language Development

00:07:57
https://www.youtube.com/watch?v=gLXxcspCeK8

Zusammenfassung

TLDRThis video discusses the importance of a language-rich environment for preschool children, highlighting strategies teachers can use to enhance language development. It emphasizes that arranging classrooms to facilitate interaction, conducting daily read-aloud sessions, and incorporating scaffolding techniques are crucial for effective communication skills among young learners. By asking open-ended questions and providing adequate response time, teachers can foster a supportive environment that encourages children to engage in dialogue and expand their vocabulary. Scaffolding is presented as a versatile approach that can be used in all educational activities, enhancing children's linguistic capabilities and promoting more complex language use.

Mitbringsel

  • 👶 Children exposed to oral language thrive in communication.
  • 🏫 Arrange classrooms to promote interaction and support language activities.
  • 📚 Read-aloud sessions enhance vocabulary understanding.
  • ❓ Use open-ended questions to encourage children's responses.
  • ⏳ Provide adequate response time for thoughtful answers.
  • 🔄 Scaffolding helps children progress in language use.
  • 🎭 Pretend play offers rich opportunities for language development.
  • 💡 Teachers model new vocabulary to enrich children's language.
  • 🌐 Scaffolding techniques can be applied in all educational contexts.
  • 🧩 Classroom setup is key to supporting individual learning needs.

Zeitleiste

  • 00:00:00 - 00:07:57

    The narrator emphasizes the importance of a language-rich environment for early childhood development, highlighting that preschool teachers play a crucial role in creating such an environment. Arranging the classroom to promote interaction among children and meet their individual needs is essential. Key strategies include regular read-aloud sessions, open-ended questions, descriptive storytelling, and modeling new vocabulary. These techniques, collectively referred to as scaffolding, help guide children from lower to higher language proficiency, fostering their communication skills.

Mind Map

Video-Fragen und Antworten

  • What is a language-rich classroom?

    A language-rich classroom is an environment that encourages extensive oral communication and language interaction among children.

  • What is scaffolding in language development?

    Scaffolding is a technique where teachers support and guide a child's language learning by building upon what the child already knows.

  • How can teachers promote language-rich activities?

    Teachers can promote language-rich activities by arranging the classroom spaces for interaction, conducting read-aloud sessions, and asking open-ended questions.

  • Why is response time important in scaffolding?

    Adequate response time (3-5 seconds) allows children to think and express their thoughts before the teacher intervenes.

  • What are some examples of open-ended questions?

    Examples include 'What do you think will happen?' or 'Can you describe what you see?'.

  • How does pretend play enhance language development?

    Pretend play offers children opportunities to communicate, engage in dialogue, and use new vocabulary in context.

  • When can scaffolding be applied?

    Scaffolding can be applied in various settings, including classroom activities, playtime, and transition moments.

  • What role do read-aloud sessions play in language development?

    Read-aloud sessions are great for introducing new vocabulary and facilitating discussions that enhance language skills.

  • How can teachers encourage vocabulary building?

    Teachers can encourage vocabulary building by modeling new words and encouraging children to use them during discussions.

  • What is the benefit of dividing the classroom into separate spaces?

    Dividing the classroom allows for easier communication among children and supports targeted learning interactions.

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Automatisches Blättern:
  • 00:00:08
    [Chimes]
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    [Xylophone playing]
  • 00:00:29
    >>Narrator: Children who are exposed
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    to an environment rich in oral language
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    learn to communicate more effectively
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    than do children who are not exposed
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    to a rich oral environment.
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    That is why it is so important
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    for preschool teachers to develop
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    a language-rich classroom.
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    One step toward developing
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    a language-rich classroom
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    is to arrange the room
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    in a way that promotes a lot
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    of language interaction.
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    Dividing the room into separate spaces,
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    like the ones you see here,
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    helps to enhance
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    language-related activities,
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    because it makes it easier for children
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    to communicate with each other.
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    It also makes it easier
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    for teachers to meet
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    the individual needs of the children.
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    Some other features
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    of a language-rich classroom include
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    daily read-aloud sessions,
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    the asking of open-ended questions,
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    encouraging children to describe events
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    and retell stories,
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    modeling the use of new words,
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    and discussing word meanings.
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    By doing these things,
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    a teacher is able to scaffold
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    children's language development.
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    The technique of scaffolding
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    enables a teacher to guide and support
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    a child’s language learning by building on
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    what the child is already able to do.
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    Scaffolding moves a child
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    from a lower to a higher level
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    of language use.
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    >>Class: Knock, knock, knock.
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    And he says, “Mr. Waggle.”
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    >>Narrator: Scaffolding can be applied to
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    all areas of education—
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    classroom,
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    playground,
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    snacktime,
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    or anytime.
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    These children are enjoying
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    some time in centers.
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    This type of pretend play
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    and pretend talk
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    affords many opportunities for scaffolding.
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    >Teacher: What's another word for mittens?
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    What are another type?
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    If it’s snowing. [Children talking]
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    >>Teacher: What?
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    >>Child: Snowing.
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    >>Teacher: What do you put on your hands?
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    If they're not mittens . . .
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    >>Children: Mittens.
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    >>Teachers: Gloves.
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    >>Child: Mittens.
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    >>Teacher: What's the difference
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    between mittens and gloves?
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    >>Child: Mittens.
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    >>Girl: They’re just not the same rhymn.
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    >>Teacher: No. That’s right.
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    They don't rhyme,
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    but what's the difference?
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    Mittens . . .
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    >>Girl: Go like that.
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    >>Teacher: Go like that.
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    You put your hand in.
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    What's the difference
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    if you put your hand in a glove?
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    >>Girl: It has little things for your fingers.
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    >>Teacher: Right. Good job.
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    >>Narrator: By asking open-ended questions,
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    the teacher is encouraging the children
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    to be more precise in their descriptions,
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    and by asking the student for clarification,
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    she is reinforcing
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    what the student already knows.
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    >>Teacher: So now what are you adding
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    to a police car?
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    >>Girl: String.
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    >>Teacher: Some string.
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    What's another word for string?
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    Hmm?
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    Do you know another word for this?
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    >>Girl: String.
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    >>Teacher: Could we call it a ribbon?
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    Would ribbon be a good name for it?
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    >>Girl: Ribbon.
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    >>Teacher: Ribbon.
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    Ah.
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    [Children talking in the background]
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    >>Teacher: I can see this one
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    keeps coming loose.
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    Doesn’t it?
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    It’s gonna take some time to dry.
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    So now what are you putting on there?
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    Another what?
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    >>Girl: String.
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    >>Teacher: Another string?
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    What’s the other name we called it?
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    Do you remember?
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    >>Girl: Ribbon.
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    >>Teacher: Ribbon. Yeah.
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    It says the word “ribbon” right here.
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    R-I-B-B-O-N. [spelling]
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    Ribbon.
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    >>Narrator: You can scaffold
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    children's language development
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    in many ways.
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    Modeling the use of new vocabulary words
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    and encouraging the students
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    to use them in their own speech
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    quickly enriches vocabulary and syntax.
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    >>Teacher: Why do you think
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    I put a flower inside the blue . . .
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    the blue water?
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    >>Girl: Because it’s not supposed to go in there?
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    >>Teacher: What might happen to this flower
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    if we leave it in blue water?
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    >>Girl: It grows.
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    >>Teacher: It grows?
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    What else might happen to this flower?
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    >>Girl: Uh . . . Grow?
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    >>Teacher: Do you think it might turn blue?
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    >>Narrator: It is important to give children
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    adequate response time.
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    Wait three to five seconds
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    before rephrasing the question
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    or requesting help from another child.
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    Knowing when to wait and listen
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    to the child
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    and knowing when to ask a question
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    will make your scaffold stronger.
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    >>Boy: He’s going to be tired.
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    >>Teacher: Is he tired?
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    Because he’s what?
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    Why is he so tired?
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    >>Narrator:Often, simply asking a child
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    “why” will inspire them to explore new ways
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    to express their own thoughts and ideas.
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    >>Teacher: Can you tell her
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    how much they will cost?
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    >>Girl 1: Uh, huh.
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    >>Girl 2: It’s two dollars.
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    >>Girl 1: Two dollars.
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    >>Girl 2: Should I give her some money?
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    >>Teacher: I think she needs some money first.
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    >>Narrator: Asking open-ended questions
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    will encourage children
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    to take multiple turns in conversation,
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    which will help them learn to use language
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    that is appropriate for the listener.
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    Independent centers afford
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    many opportunities
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    for scaffolding language development,
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    but it is important to find
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    opportunities in other activities
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    commonly found in preschool classrooms,
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    such as circle time
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    and small group instruction.
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    Scaffolding can even enhance
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    transitions from one activity to another.
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    >>Teacher: We’re going to go outside,
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    and George is our center manager.
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    So, George, can you tell me
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    what things we take outside
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    with us today?
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    >>Boy: Buckets.
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    >>Teacher: Buckets?
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    What are we gonna do with the buckets?
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    >>Boy: We’re going to put sand in there.
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    >>Teacher: Shh. George is going to answer.
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    We’re going to put sand in our buckets.
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    So we need buckets.
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    What else do we need?
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    >>Children: Shovels.
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    >>Narrator: Read-aloud sessions
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    are an excellent time
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    to model new vocabulary words.
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    >>Children: A cocoon.
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    >Teacher: You know, another word for cocoon
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    is chrysalis.
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    That’s almost like Christmas.
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    Can you say chrysalis?
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    >>Children: Chrysalis.
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    >>Teacher: Yeah.
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    That’s quite a big word. Isn’t it?
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    >>Narrator: the story extenders
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    from read-aloud sessions
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    work well to promote questions
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    and conversation among children
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    and allow the teacher
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    to provide feedback to encourage,
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    interpret,
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    and evaluate children's responses.
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    Scaffolding is an intuitive teaching technique.
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    It requires a teacher
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    to be in tune with the fluid classroom.
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    By providing the right stimulation
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    at the right time,
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    teachers can propel their student's
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    language development to new heights.
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    >>Child: Illustrated.
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    >>Teacher: You illustrated.
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    Good job.
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    You’re the illustrator.
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    >>Narrator: A key point to remember about
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    scaffolding language development
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    is that it can be applied
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    to all areas of education
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    [Guitar music]
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Tags
  • language development
  • scaffolding
  • preschool education
  • open-ended questions
  • classroom interaction
  • read-aloud sessions
  • vocabulary building
  • language-rich environment
  • teacher strategies
  • children's communication