This chapter discusses goals and techniques for promoting children's speech development. It covers setting up the classroom environment, facilitating conversations, asking questions, and encouraging speech through activities like dramatic play, routines, and modeling language. The role of the teacher is to guide children's speaking in a supportive way.

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Chapter 12
Realizing Speaking Goals

2. Chapter Highlights
A. Program Goals to Promote Child Speech
B. Daily Conversations
C. Different Speech Functions
D. Teacher Interaction Guides
E. Recognizing Intelligent Child Behavior
F. Room Settings
G. Teacher Questioning Skills
1. convergent and divergent thinking
H. Speech in Play and Routines
I. Dramatic Play and Teacher’s Role
J. Classroom Routines
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3. Chapter Highlights (cont.)
Teacher Questioning Decisions
1. Should I ask a question now?
2. Is the child’s answer appropriate?
3. If yes, should I probe for more information?
4. If yes, should I ask a new question along the same
line?
5. If no, should I provide a clue that prompts the child’s
memory?
6. Or if no, should I ask the first question again in
another way?
7. Should I offer information or model an answer?
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Objectives
 Stating goals of planned speech activities
 Understanding how to facilitate conversations
 Understanding questioning techniques
 Explaining role of teacher in dramatic play
 Understanding how to promote speaking
abilities

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Positive Oral
Language Environments
 Oral language is the foundation of literacy
development.
 Classroom discussion is vital.
 Provide opportunities for conversation.
Small group, large group, one-to-one
 Avoid noise pollution.

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Program Goals
 Children should be helped to:
Gain confidence in use of speech
Find enjoyment in speaking experiences
Accept the different speech of others
Maintain interest in new words

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Discourse Skills
 Examples of use of discourse skills
Telling stories about past event
Explaining how something works
Building fantasy world
Explaining classroom rules
Dictating made-up poem

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Functions of Human Speech
 Instrumental
 Regulatory
 Interactional
 Personal function
 Heuristic function
 Imaginative function
 Representational

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Avoid the Following Behaviors
 Making irrelevant comments
 Talking “at” children
 Using a commanding tone
 Repeating oneself often
 Criticizing child’s speech
 Speaking primarily to other classroom adults

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Multiple Systems
to Express Meaning
 Music and drama
 Mathematics
 Movement
 Art
 Nonverbal gesturing

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Teacher as a Speech Model
 Speak to the child on eye-level
 Stress key words with non-verbal child
 Play word games with children
 Expand on language of child
 Keep directions simple
 Give adequate wait time

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Intelligent Behaviors in Children
(1 of 4)
 Persistence
Continuing when the solution is not seen
 Decreasing impulsivity
May exhibit thoughtful pauses
 Listening to others with understanding
Learning to hear others’ points of view

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Intelligent Behaviors in Children
(2 of 4)
 Flexibility in thinking
Consider new possibilities
 Metacognition
Becoming aware of one’s own thinking
 Checking for accuracy and precision
May make comments to check for response

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Intelligent Behaviors in Children
(3 of 4)
 Questioning and problem posing
Ask why
 Using past knowledge in new situation
Applying past experiences
 Precision of language and thought
Using more descriptive words

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Intelligent Behaviors in Children
(4 of 4)
 Using all the senses
Savor sensory opportunities
 Ingenuity and creativity
 Enjoyment of problem solving
Enjoy guessing games

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Teacher Questions (1 of 3)
 Recall
Remember facts
 Convergent thinking
Compare and contrast
Seek relationships

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Teacher Questions (2 of 3)
 Divergent thinking
Predictions
 Evaluation
Opinion or judgments
 Observations
Describe events

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Teacher Questions (3 of 3)
 Explanation
Cause and effect
Relationships
 Action
Perform physical task
 Open-ended
Variety of possible answers

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Constructivist Approach
 The following techniques can boost
language:
Verbalizing actions for children
Modeling thinking strategies orally
Tying new concepts to actions
Getting children to talk about their thoughts
Encouraging private speech

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Dramatic Play and Language (1 of 4)
 Dramatic play provides opportunities for
natural language development.
 Dramatic play prop boxes provide ways to
extend understanding.
 Dramatic play should be child-directed.

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Dramatic Play and Language (2 of 4)
 Benefits:
Develop conversational language
Understand feelings of others
Develop vocabulary
Develop creativity
Learn to cope with life situations
Assume leadership roles

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Dramatic Play and Language (3 of 4)
 Justification for play:
Through observation of play, educators can
see:
 Symbolic representation
 Cognitive flexibility
 Problem solving
 Divergent thinking
 Perspective taking

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Dramatic Play and Language (4 of 4)
 Teacher is a facilitator of play
Provide props
Ask questions to extend play

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Use of Books for Dramatic Play
 Literary benefits
Gaining deeper meaning of story
Retelling events in more detail
Using more complex sentences
Learning to make inferences

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Leading Activities
 Encourage students to take leadership with:
Routines
Activities
Songs
Finger plays
Giving directions to classmates