The most effective early years pedagogues encourage talk with adults and among children by keeping with the child's interest and attention. One of the most common methods of prompting interactions with children is through questions. But how often do we, as pedagogues, think about questioning and how it effects children's language development and their ability to think and reflect?
There is great potential to increase children's capacity to learn from an activity through careful adult-child talk, and questioning is one of many strategies that can either support and encourage children's learning - or limit or stop it in its tracks.
The effectiveness of verbal interactions to promote development of children's language and thinking skills relies heavily on the level and depth of the child's involvement in the activity, and the activity itself.
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