Enhancing Oral Language Skills in Early Childhood Education (ECE)
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Oral language in ECE with children aged 2-5 years
2
Framing for your context – complete before presenting
To prepare for this session please:
•
Add speaking notes to slide 4 about any observations you’d like to share from or since the
last session, feedback you may have received about pauses or supporting rich
conversations with children, or recapping why you are focusing on oral language and what
you aim to achieve.
•
Email or print copies of
Tip Sheet 2: Curious about questions?
(mentioned on slide 4 and
supporting the activities on slides 9, 10 and 11).
•
Print or share copies of the activity sheet, ‘
Experiment with questioning
’ on slide 10.
•
Embed the following videos:
Video 2.1 - Questioning
on slide 6
Video
2.2 - I Wonder Questions
on slide 7
Video 2.3 - Questions Within Interactions
on slide 8
•
Add your setting’s logo to the slides.
3
Agenda
•
Follow up from last session (10 minutes)
•
Questioning (9 minutes)
•
Experimenting with questions (11 minutes)
4
Recap of creating spaces for children’s talk
•
Oral language: What is it and why is it important?
•
Balancing power
•
Pausing
•
Planning to experiment with pauses
5
Discuss
At the end of the last session, you made a plan to experiment with
pauses.
Use the prompts to discuss your reflections with a partner:
•
What happened when you intentionally used pausing as a strategy
to encourage children’s talk?
•
Did different lengths support different children to contribute?
•
How will your reflections influence your future practice?
6
Questioning
•
Different types of questions
•
Children can differentiate between a test question and an authentic
question
7
“I wonder…’ quest
ions
•
Work to invite, rather than expect, a response
•
Position educators as curious
•
Reduce the likelihood of educators judging responses as ‘right’ or
‘wrong’.
8
Questions
are within interactions
Research has shown that educators use three main question types
in their interactions with children:
•
Open and closed questions
•
‘Wh’ questions
•
‘I wonder…’ questions
The question ‘category’ will depend on the interaction between the
educator and child.
9
Role play
How can you engage one of the child
ren
in the scenarios in a rich conversation?
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Walking into the room in the morning,
Mila says, “I’m so excited for
tomorrow!”
In outdoor play, Luke’s emptying the
sand from a toy and asks, “Did you
know this is a tip truck?”
At snack time, Ronan tells you,
“Watermelon is the best fruit and I
have three pieces.”
10
Experiment with questioning
Before our next session, experiment with
using
different
questions! Use th
e prompts on this activity
sheet to try using different questioning approaches.
As you try the strategies, jot down your reflections
to share at the next session.
11
Wrap up
For more
on what we’ve covered today,
Tip Sheet 2: ‘Curious about
questioning?’ is available from:
https://e4l.org.au/oral-language-ece
This presentation and supporting materials were prepared by Evidence for Learning and are licensed under a Creative Commons licence as outlined below. Permission may be granted for derivatives, please contact Evidence for Learning for more information (email: info@evidenceforlearning.org.au).
This work is licensed under a Creative Commons Attribution‑NonCommercial‑NoDerivatives 4.0 International Licence. (see: https://creativecommons.org/licenses/by-nc-nd/4.0/)
E4L acknowledges and thanks the researchers and educators who provided input into this PD kit and resources on oral language development in ECE.
******************
Note: The structure of this PD session supports the following PD mechanisms throughout:
• Managing cognitive load
• Presenting information from a credible source
• Arranging practical social support.
Activities that support other PD mechanisms are flagged in speaking notes of the relevant slides.
Explore strategies and activities to foster oral language development in children aged 2-5 years within an ECE setting. Delve into the importance of questioning techniques, pausing strategies, and creating a supportive environment for rich conversations. Reflect on different types of questions, such as 'I wonder' questions, and how they can encourage children's engagement and curiosity in verbal interactions.
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Presentation Transcript
Curious about questions? Oral language in ECE with children aged 2-5 years
Framing for your context complete before presenting To prepare for this session please: Add speaking notes to slide 4 about any observations you d like to share from or since the last session, feedback you may have received about pauses or supporting rich conversations with children, or recapping why you are focusing on oral language and what you aim to achieve. Email or print copies of Tip Sheet 2: Curious about questions? (mentioned on slide 4 and supporting the activities on slides 9, 10 and 11). Print or share copies of the activity sheet, Experiment with questioning on slide 10. Embed the following videos: Video 2.1 - Questioning on slide 6 Video 2.2 - I Wonder Questions on slide 7 Video 2.3 - Questions Within Interactions on slide 8 Add your setting s logo to the slides. 2
Agenda Follow up from last session (10 minutes) Questioning (9 minutes) Experimenting with questions (11 minutes) 3
Recap of creating spaces for childrens talk Oral language: What is it and why is it important? Balancing power Pausing Planning to experiment with pauses 4
Discuss At the end of the last session, you made a plan to experiment with pauses. Use the prompts to discuss your reflections with a partner: What happened when you intentionally used pausing as a strategy to encourage children s talk? Did different lengths support different children to contribute? How will your reflections influence your future practice? 5
Questioning Different types of questions Children can differentiate between a test question and an authentic question 6
I wonder questions Work to invite, rather than expect, a response Position educators as curious Reduce the likelihood of educators judging responses as right or wrong . 7
Questions are within interactions Research has shown that educators use three main question types in their interactions with children: Open and closed questions Wh questions I wonder questions The question category will depend on the interaction between the educator and child. 8
Pausing Play with pausing for different lengths of time (e.g. 3-5 seconds, 5-10 seconds) Use your knowledge of individual children to determine how long to pause for (e.g. some children may require a longer pause) Questioning Ask real questions you don t know the answer to Use an I wonder question Value and use children s ideas to collaboratively solve problems Ask questions that are actually open ended Role play How can you engage one of the children in the scenarios in a rich conversation? Scenarios Walking into the room in the morning, Mila says, I m so excited for tomorrow! In outdoor play, Luke s emptying the sand from a toy and asks, Did you know this is a tip truck? At snack time, Ronan tells you, Watermelon is the best fruit and I have three pieces. 9
Experiment with questioning Before our next session, experiment with using different questions! Use the prompts on this activity sheet to try using different questioning approaches. As you try the strategies, jot down your reflections to share at the next session. 10
Wrap up For more on what we ve covered today, Tip Sheet 2: Curious about questioning? is available from: https://e4l.org.au/oral-language-ece 11
