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ERIC Number: EJ930382
Record Type: Journal
Publication Date: 2011-Mar
Pages: 8
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1538-6619
Strategic Teaching: Fostering Communication Skills in Diverse Young Learners
Chen, Jennifer J.; Shire, Suzanne H.
Young Children, v66 n2 p20-27 Mar 2011
Effective communication is essential for young children's academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also learn to be socially competent individuals, building respectful, positive interactions and relationships with others. This allows children to learn about themselves, others, and the world. Early childhood educators need to make it a priority to teach communication skills early and strategically, especially in preschool when helping children gain the knowledge and skills needed to succeed in kindergarten and the primary grades. In the belief that effective communication is learned and intentional teaching is key, the authors share strategic teaching practices and anecdotes from author Suzanne Shire's inclusive prekindergarten classroom. They define the strategic teaching of communication skills as a teacher's intentional planning and use of developmentally appropriate strategies to help children communicate effectively. They recommend practices to benefit children from diverse backgrounds--particularly children who are dual language learners (DLLs)--and children with special needs.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A