Scaffolding Language Development

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

概要

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.

収穫

  • 👶 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.

タイムライン

  • 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.

マインドマップ

ビデオQ&A

  • 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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  • 00:00:08
    [Chimes]
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    [Xylophone playing]
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    >>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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タグ
  • language development
  • scaffolding
  • preschool education
  • open-ended questions
  • classroom interaction
  • read-aloud sessions
  • vocabulary building
  • language-rich environment
  • teacher strategies
  • children's communication