| When parents are eager, and sometimes desperate, | | | | Models given in statement form give the child words |
| to hear their child start talking or to talk more than | | | | she can "recycle" or reuse to make her own |
| they are, they have a tendency to ask their child a | | | | statement or comment. Questions might not provide |
| lot of questions. Why is that? I think it is because | | | | any reusable words to build from. |
| parents hope that the next time they ask a question | | | | Questions check your child's ability to answer; |
| they will hear their child answer. | | | | statements share information. Questions test and |
| Asking a child questions is actually the opposite of | | | | statements teach. |
| what is really helpful to the child's ability to learn | | | | There are so many ways to make statements. Here |
| language and to feel supported and encouraged to | | | | is a quick overview. |
| speak. | | | | Talk about what your child is doing, observing, |
| Questions put a child on the spot and maintain the | | | | experiencing, or enjoying. Watch her to see what |
| uneven balance of power between the parent who is | | | | interests her. State what is obvious. Be the narrator |
| a master at talking and the child who is a fledgling at | | | | of the events she is participating in. You are her key |
| talking. | | | | to understanding the world she lives in. |
| Consider this: when two people make statements or | | | | - Talk about his interests. Make "you" statements. |
| comments to each other, they are more equal | | | | - Talk about your actions. Make "I" statements. |
| partners in the interaction or conversation. When one | | | | - Talk about things your child is observing. |
| person questions and the other person is expected | | | | - Interpret your child's unspoken body language. |
| to respond, the power balance shifts to the person | | | | - Repeat and correct what your child has said. |
| asking the question (think: job interview, teacher | | | | - Expand beyond what your child has said. |
| student classroom interaction, meeting your future | | | | You will help your child even more if you: |
| in-laws for the first time.) The person who is | | | | - Use specific names for things. |
| expected to answer may not want to, may not | | | | - Use repetition to make a point of important |
| know the answer, may struggle to formulate an | | | | concepts and words. |
| answer to match his idea, or may not actually | | | | - Use gestures along with some of your statements. |
| understand the question. Feelings of anxiety, | | | | - Use sound effects and words that sound like words |
| confusion, disinterest, or failure may be felt by the | | | | to build interest. |
| person who is on the receiving end of the | | | | - Make imperative statements. |
| questioning process. | | | | This process of modeling language to your child truly |
| Telling a child something in statement form gives | | | | is important and beneficial. Be alert to all opportunities |
| information without any expectation for a reply. | | | | to fit in some models before meeting your child's |
| Without pressure to respond, a child may feel the | | | | needs. |
| freedom to speak. | | | | |