When Children Ask Questions

Children’s language development usually begins in their first three months. They will begin by learning to use their voice and enjoying vocal play. Babies will watch faces and mouths to try and copy movements and sounds.

This might be through a mix of open and closed questions. For example, a closed question such as “are you enjoying this?” is quite safe as it allows the child to simply answer yes or no and they can add to it if they wish. Open questions such as “why do you like this one?” are good at encouraging children to talk a little more as they require a fuller answer. Using questions can show your interest and help you explore some issues.

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

Children at the age of 3 ask ‘what and why ‘ questions frequently. They enjoy stories and rhyme. Longer sentence begin to be used and they can count to 10 and sort out certain object in to different groups for example size.

If you had a child in the nursery who had English as a second language, and knew few words, verbally communicating with this child wouldn’t be the first thing you would do. There are loads of different ways to do this for example; using picture cars with words, not only will this technique help communicate but also help build the childs English vocabulary. Another being demonstrating, for example; in an activity, lets say gluing and sticking, show the child what to do by demonstrating the activity for them to then copy your actions.

A child begins to form words somewhere between ten and eighteen months of age. The first word of a child is often momma or dada. The child repeats the sounds or utterances heard from the adults around him. Speech does not actually occur until the spoken word is deliberate and meant to communicate. By the time a child reaches kindergarten he has likely gained a 2000 – 3000 word vocabulary. While this number may seem excessive Dr. Mary E. Dahlgren states that a beginning kindergartener should have a 6000 word vocabulary for optimum grade and class performance (Dahlgren, 2008). In the classroom a student’s vocabulary size was an effective predictor of reading comprehension. Children with a restricted or limited vocabulary also had declining comprehension scores in the third grade. The elementary teacher can promote speaking by allowing the student the opportunity to speak and by listening to the student completely. Discussing a recently read book, or open discussions are ways in which a teacher can aid a student’s speech development.

Making sure you use proper English and clearly pronounce words will have a positive impact on a child's speech and language and communication development. Also Using ‘OWL’ (Observe, Wait, Listen) when Speaking to children, This gives children time to take the question in, Think about it and then respond, Children often need longer to think about what you have just said so speaking clearly and slowly to children will really impact their development. You will find you get more out of the child when doing this. They will respond appropriately and they will learn new vocabulary from you. We use ‘Words of the week’ We differentiated them for the less able and more able, This gives children chance to learn new vocabulary and have a wider vocabulary.

Children are more likely to remain engaged in conversation when they are the ones to initiate it and studies that observed mother-infant interactions saw that infants from 9 months of age to 23 months of age were more frequently the one to begin dialogues that contained multiple back and forth turns (Bloom et al., 1996). When a child initiates dialogue they have already had the time to mentally process what they are trying to say; vocalizations that emerge from this processing are longer and quicker in response time. The relevance of an object or action plays a key role and is best made clear when the child initiates the discussion about it. There is greater acquisition of knowledge when the child points to an object and a caregiver labels

It is always an exciting moment when the little ones you know begin to speak and say brilliant things! It is crazy to say something one day then have them repeat what you said the next day. It’s awesome how they are able to learn from us and mimic what we do. Unless it is something they look at as being bad, like swearing. I remember watching a clip last semester in my sociology class about feral children and how they lack social human interaction, this relates back to how children need this interaction to develop language ability, and even survive.

Oral language can be learned through many different ways even though the sequence and timing of language is already biologically predetermined. The first way a child can learn oral language is through their environment, whatever a child hears the child is most likely to repeat. Children are known for imitating adults, which is how children learn some oral language. The language they learn can wither be positive or negative, I have seen some parents say curse words in front of their children and later on I hear the child saying the same word they heard their parents say. This goes to show that children do learn from what you do. Giving a child feedback is also another way to help them learn and increase their vocabulary. The last thing that

Anyone who has interacted with a toddler will inevitably be asked, “But why?”. From a person’s earliest ages, humans have been wondering and discovering the biggest “Whys” in our universe. In the case of the inquisitive toddler, one would eventually have to say after too fundamental of a question, “I don’t know, that’s how it is.” Whether one is a scientist, trying to figure out the cause of the Big Bang, or a theologian attempting to prove God exists, one has to eventually rely on faith to accept that what they observe is true.

The game we created is crucial for language development. With our method, we understand the process of learning and promote this process within a child’s brain. In our game, we have two versions which differ in difficulty. These versions pertain to the skill level a child is at able to play at. For this game, we want kids to struggle to find connections between words and phrases. The same is true for the pronunciation and understanding of the words on the ball. Our game supports in accordance to Sara Silmansky’s theory a child’s social, cognitive, and literary skills which are essential for human development. We hope to aid in social development from the collaboration between two students in creating a sentence. With this a child allowed to

After the child has finished the talking the teacher should then as him what it is he wants the teacher to know. Asking what certain words mean show the child that the teacher was listening and does not discourage him to use his native language. This will not only encourage children to speak language but it will also encourage them to participate in class discussions because they may not be as afraid to speak in their native language if they do not know the proper English word to use.

The achievement of oral language is a normal development for the performance of most children. The child’s (ren) understanding to communicate will began to increase with age, however, it will not establish the growth increase process right away but it will contribute to the perfection progress as the children starts to read and transform into a more experienced reader. Learning and communicating more adequately

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.