1. Chapter 9 from Guiding Children’s Social and Emotional Development: A
Reflective Approach; Katz, Janice Englander; 2014

2. • “a process by which information is exchanged among individuals”
(Katz, 2014)
• Expressive communication is the manner in which we convey
information to others
• Receptive communication is receiving information others express to
us.

3. • Ability to communicate and ability to regulate and control emotions
work together
• Caregiver behaviors that support development of both
• Consistency
• Clarity of expectations
• Positive guidance and corrections
• Support and modeling conflict resolution

4. • Components of effective communication
• Language is one aspect of communication; communication may occur through
nonlinguistic methods
• Inference and theory of mind
• At least 2 people who are competent in both expressive and receptive
language
• Ability to recognize multiple layers of meaning

5. • Verbal includes speaking, writing, and signing
• Talk to those babies and young children because there is a…
• “high correlation between verbal skills, literacy, and academic success”
(Katz, 2014)
• Prosodic features of speech are learned before children actually use words.
They include
• Intonation
• Rhythm
• Stress
• The appropriate levels may need to be
taught directly (think whining, inside voice)

6. • These may include gestures and other body language, facial
expressions, and proximity
• They may be reflexive or the result of emotions
• May be expressed through art, make believe, and other play
opportunities
• Best understood through careful observation, analysis, and reflection

7. • Provide judgment free environments
• Practice those listening and observing skills
• Toddlers have much larger receptive communication capacity and
vocabulary than expressive communication skills and vocabulary
• 4 listening styles (p. 173) – Which are you?
• People-oriented
• Action-oriented
• Content-oriented
• Time-oriented

8. • Discuss (in class) or respond to DB (online) “Looking in the Mirror” on
p. 175.
• Support conversation and practice extended discourse
• Provide opportunities for rich symbolic play
• Use emotional vocabulary often and in natural teaching and learning.
• Discuss the scenario on p. 178 – What skills does a teacher need to
have to get results as heard between Ryan and Jackson?
• Review expectations for communication in ECERS and ITERS

9. • Provide materials for writing (and pre-writing)
• Plan targeted activities (Simon Says, Going on a Picnic, etc.)
• Choose stories and books that allow repetition and familiar phrases
• Dialogic reading – “A process of reading with individual children or
small groups of children during which children participate in the
telling of the story. The adult reads and shares pictures and then
pauses to invite input from the children”. (Katz, 2014)
• Play with words and sounds
• “Looking in the Mirror” on p. 181

10. Katz, Janet Englander. (2014). Guiding Children’s Social and Emotional
Development: A Reflective Approach. 162-183.