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CONVERSATIONS
IN
CHILD CARE
BETTY BARDIGE AND MARILYN SEGAL
PHOTO: MELISSA EDGAR
to the conversation may be nonverbal. For example, a 2-yearold is quietly feeding a baby doll a bottle. Oh, says her
teacher, your baby loves the way you are giving her the bottle. The child then picks up the doll and burps it. You were
right, her teacher responds. Your baby doll needed to burp.
As the child becomes more verbal, his contribution to the
conversation may come to include words as well as actions.
at a glance
Conversations among children can be as significant
a source of learning as conversations between children and adults.
Parents and teachers are often amazed at how
much children grasp even if their logic is idiosyncratic.
Young children who hear a variety of words in
meaningful conversation learn many new words
each day.
Challenging children to solve a problem, recall a
past event, or plan for the future helps them develop inner language and to become aware of its
power.
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Infants (Birth1)
Aint No Mountain High Enough (SE)
Charles R. Smith, Jr.
All Fall Down (R)
Helen Oxenbury
Baby Dance (SE)
Ann Taylor, illustrated by Marjorie van Heerden
Baby Faces (SE)
Margaret Miller
Babys World: Bathtime (A)
Beth Landis
Babys World: Goodnight (H)
Beth Landis
Brown Bear, Brown Bear, What Do You See?
(SE; available in Spanish)
Bill Martin, Jr., illustrated by Eric Carle
Clap Hands (SE)
Helen Oxenbury
Goodnight Moon (SE; available in Spanish)
Margaret Wise Brown, illustrated by Clement Hurd
How Sweet It Is To Be Loved by You (SE)
Charles R. Smith, Jr.
I Make Music (SE)
Eloise Greenfield, illustrated by Jan Spivey Gilchrist
My Girl (SE)
Charles R. Smith, Jr.
Say Goodnight (C)
Helen Oxenbury
Spot Counts From 1 to 10 (V)
Eric Hill
Spot Looks at Colors (CT)
Eric Hill
Spots First Words (P)
Eric Hill
Sugar Pie Honey Bunch (SE)
Brian Holland, Charles R. Smith, Jr., Lamont Dozier,
and Eddie Holland
(continued)
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from an array of small props and building materials. Working alone or in small groups, they build racetracks, zoos,
cities, and even whole fairylands. Each project brings
opportunities for children to practice specialized vocabulary and for a tuned-in teacher to suggest new elements and
contribute new words.
Children converse more when they are engaged in a
collaborative project than when they are just playing side
by side. Furthermore, some settings are especially conducive to collaboration and conversation:
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The child who speaks but doesnt converse: Most children acquire the rules of conversation naturally, by
engaging in babbling and peek-a-boo games as infants;
playing hiding, chase, and labeling games as toddlers; and
moving on to question-and-answer exchanges and cooperative games as preschoolers. A few children, however, need
to be explicitly taught to address their remarks to another,
make eye contact, respond to conversation directed at
them, and take turns.
The child who is not (yet) verbal: Children who are
nonverbal may carry on a conversation through gestures,
body language, and facial expressions. A good way to carry
on a conversation with a nonverbal child is to watch for
and respond to her cues. If a child pushes his dish away
before he finishes his meal, you might say, You dont want
to eat any more. Would you like to play? If the child
responds by looking at the toys, bring him to the toys, saying Lets find a toy. Nonverbal children are likely to
understand what you say before they develop expressive
language. If a child responds by making sounds that
approximate words, repeat what you guess she is saying.
You want the truck?
If most of the other children in the group are verbal,
find things that the nonverbal child can do well, such as
building with blocks or putting a puzzle together. Let the
other children see what the nonverbal child can do.
When they recognize her strengths, they will accept the
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