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Non-verbal cues around eating: allowing children to indicate their choices with gestures/actions.

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Non-verbal cues around eating: allowing children to indicate their choices with gestures/actions.

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Inviting input into transitions and demonstrating vocabularly associated with this eg. putting jackets on.

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Inviting input into transitions and demonstrating vocabularly associated with this eg. putting jackets on.

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To initiate non-verbal and verbal responses, for children to learn back-and-forth conversations and reciprocity.

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Mealtimes - narrating the colour, shape, size, temperature of food. This gives children the language around these ideas.

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Use vocabulary to describe what the children are or will be doing in transitions (routines) such as "jackets on" or "jackets off", "inside" or "outside".

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To support the children's learning of utensils and the difference between a fork and spoon. The educator narrates to help the children connect language with the object/action that the language is labelling.

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Pausing for long enough for children to give a response or show that they are engaged/interested in what you are saying.

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Wait, pause, give children times to react.
Encourage children to communicate back and forth.

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1. Meal time: educators communicate with children by asking the color of the dishes, and also encourage them to tell the name of different food provided during the meal time, such as the fruits name.
2. Nappy change：encourage children to express their feeling, and educators could discuss with children about body parts, and interact with children and encourage to point out the items educators mentioned each time.

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Asking open ended questions

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Asking questions and wait for children to provide their non-verbal response (e.g. Do you like mandarins? Do you want some?)
Observe pointing gesture from children and try to label their actions and what they are pointing at.

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By narrating everyday routines, educators took a step toward supporting children while they become independent. Also, telling them the source/reason behind where a fruit comes from is a method of intentional teaching and providing information.

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the educators alternate the interactions during the meal time, educators paid more attentions to encourage children to describe their feeling, actions and behaviors during this situation, in stead of run their own designed routine. this is a kind of alteration between guided and adult led learning.

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During the mealtime, talk about colors, shapes, and food to extend children's simple daily vocabulary.
To support children to express themselves by using verbal and nonverbal.

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When teachers ask questions to children, it's better to give children choices so children can choose what they want to do independently . And it's necessary to have a patient wait when teacher interact with children. So children have time to think how they will respond to teachers.

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Posters around the centre that children can point to and educators can engage in discussion with the children about the information

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Waiting for children to respond and observing children's reaction.

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Through the use of food, encouraging children to use physical gestures to indicate they would like more food, and which foods.

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Educators use conversational tones and language during meal times, during play and during intentional adult led experiences as well. Conversational language bring forth many important qualities like simply making conversation and encouraging the children to respond as well as expanding their vocab and the most important one is that it gives them the opportunity to answer open ended questions during conversation and tackle open ended ideas as well. It gives them the space to learn and combat new ideas in their own ways like for example, during meal time the educator was discussing things about the fruits and mentioned that she gets the fruit from the supermarket and stops there. The child then contemplates the concept and name of the supermarket (hopefully?) and takes their own space and time to do this instead of being instructed to do it.

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They talk with the children while the children put their dishes in the wash and explained on why they do that. So the children could understand why they're putting the dishes in the wash and can then do it themselves too.

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Enabling child agency, following the child's lead instead of pushing your routine onto them

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During the nappy changes, talk about the parts of body or actions.

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Educators ask children questions such as "can you show me how you undo your shoes?", this respects the child's agency as opposed to pure instructional language.

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Communicators - explaining what they are doing and asking the child for input so the child can learn and understand the process. Examples: discussing the process of putting your shoes on. OR explaining the different fruits on the plate and asking each child individually if they would like a specific fruit.

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By labelling, for example with the educator helping the child put on a shoe, and labelling each of the straps. Then encourages the child to repeat the same process on the other foot. This helps to make the connections between the different parts/ objects and the words.

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Examples like "I'm giving [name] a green cup and [name] a purple cup" so that the children can see the actions and hear the language used by educators and then they can make the connection between the actions and the words used.

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Ask children questions and responses children's questions, to make sure children can learn conversational communication.

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Using instructional and descriptive talk. Little pictures of little things set up in some areas for the child to point out or say things, then they can start to have discussions about that. 'Can you stir it?' 'Here, we stir it around.' 'See all the bubbles?' 'Bubbles.'

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For example, when the children are in meal time, teacher gave them fruits and ask some questions. Teacher always wait the responses (verbal or non-verbal) from children for few seconds. They encourage children to communicate with them

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Nappy time: Narrate some knowledge of body. Observe what are children looking for and discuss that.

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During mealtime, educators talk about the name of food, friut, and talk about hot or cold with children. And creat some communication like' I bought it from ...' and 'it's juicy.'

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when showing something for children, educators provide children with opportunities to respond by waiting and pausing for a little moment. This gives them a chance to react verbally and non-verbally and shows teachers the cues.

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Around mealtime, the teacher shows the food and gives the children the opportunity to respond verbally or non-verbally.

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During mealtimes, educators wait  children's response, it can be answer in word or non-verbal communication

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Using conversational language gives children the opportunity to freely respond, there is no right or wrong way. It gives children the opportunity the sense of agency and to build their learning. Instructional language is more closed in approach, there is no room to experiment as such

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In the shoe episode , the educator demonstrates to the child how to put on her shoes. She then assists the child in undoing the straps. The child manipulates the straps. Finally, she asks the child to try to put the other shoe on her own.

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Providing as much language input as possible is supported further through the act of self-talk. It enriches and broadens a child's vocabulary/exposure to a wide range of vocabulary that relates to their world. This promotes the building of connections between words, actions, people and objects, for example when the educator spoke about her intentional practice of labeling everything, which supports the creation of these connections.

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Exposing them to everday situations such as getting their own bowls and plates for meal time. Although they may make mistakes the children are able to learn and become independent in the skill they are constantly exposed to

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Encourage children to eat by asking and waiting for their answers. Maintain friendly communication.

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Use simple vocabulary to guide the children to express themselves, what food they ate today, what shape and color these foods are...

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Explain to the child what the educator is doing, arouse the child’s curiosity and invite them to answer questions.

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Verbal communication: Describing tastes and textures of food they are eating during meal time.

Non-Verbal communication: encouraging gestures regarding what they want to eat, pausing waiting and seeing if they receive a reaction.

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Educators encourage children to describe their feelings during meals and guide them to express their feelings.

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Encouraging children to understand narratives to accompany actions. They learn to recognise words and sounds that identify what the teacher is doing as a way to further develop language skills. Developing vocabularies and how those words are used, as well as their purpose.

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As Kate said, it will be a good method to help children to develop life skills. In the daily meal, guide the children to take the cutlery by themselves, take plates, bowls, forks, or spoons, they may make mistakes, but they will continue to improve in the future.

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Explaining a task eg. putting jackets on or taking jackets off, when going outside to understand what they are doing and to predict what is coming next.

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Narrating throughout transitions (EG. "Inside/Outside"). Facilitates children's language learning in relation to location/moving between spaces.

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Conversation when changing nappies, making beds and taking off/putting on shoes. Demonstrating first followed by asking the child to show their ability to do it. Ideally leads to removal of adult help, allowing children to independently complete tasks.

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Setting up and initiating meal times by gathering bowls, forks and setting up table. Educator asks child if they would like help in doing the job.

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In the video during mealtime, the educator used conversational language instead of instructional language to encourage the child to use a fork to eat. Conversational language can spark the child's agency in actively expressing their ideas and intentions.

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For children learning vocabulary as well as the basic features of language, the situations noted above display the type of environment that educators for any subsequent age will struggle to synthesise: teaching in context with real need and real purpose. When the child is part of the language lesson, both as an agent, a subject of, and as an object of the language they are provided the richest possible context in which to learn new lanuage. This natural scaffolding is pedagogical gold.

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giving children an option on the types of fruits they would like. completing everyday activites such as eating at the table and washing hands.

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Verbally: asking children the color of the food, asking if the food is too hot/cold
Non-verbally: waiting and observing for children to give an reaction, showing children the food with various colors

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Telling children the various colors and shapes of food during meal time, also telling them the difference between fork and spoon.

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For example, asking the child 'Where is your food?' and the child answered, 'In my mouth!'. Instead of just asking 'Did you eat all your food?', the other way of asking encourages the child to think.

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The instructor first shows the child how to wear a shoe step by step, and then encourages the child to wear the other shoe on her own.

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Putting on their shoes is an everyday routine. Instead of just helping them to put on their shoes, the instructor demonstrates the way of wearing a shoe step by step, and then encourages the child to put on the other shoe on her own. This helps the child to learn and be familiar with the routine.

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Verbal communication: Discuss with children at mealtime what they are eating, such as the color and size of the food.

Non-verbal communication: Children give the teacher cues to show that they want to continue eating or that they are interested.

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Example: The teacher was handing out food and said: I bought mandarin in some supermarkets, they are very juicy.

Reason: To get children to respond to an adult's question and to learn back-and-forth conversation.

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A lot of the educators in the video have shown their intentional teaching through asking children open ended questions, through that, children are encourage to think independently and it also creates opportunity for back and force conversation. 

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A lot of the educators in the video have shown their intentional teaching through asking children open ended questions, through that, children are encourage to think independently and it also creates opportunity for back and force conversation. 

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- jingyan zhang

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The educator first introduced spoon/cutlery/fork/plate to the children and helped them identify the difference between those tableware (adult guided). After that, the educator started to have conversation with the children and let them make the decision which one they want to use (adult led learning).

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When the educator initiated a conversation about putting shoes on instead of just doing it for the child or saying simply "put your shoes on". This engages children to have a conversation about the action they doing or trying to achieve. It empowers them to have a back and forth meaningful conversation, building on vocabulary. it also importantly builds on a strong connection or relationship between the child and the educator. As they are talking to each other rather than one talking at the other. This method also provides children with a greater sense of agency as it gives children the opportunity to speak or gesture when they are ready to move on or express what they are feeling.

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Educator asked the child where his pasta had gone. Not a closed question. Child could gesture or verbalise a response.

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Engaging in conversation rather than instruction is a more equitable form of communication and is not power based. There is no right or wrong response. It gives the child freedom to be themselves and teaches them turn taking. Also important for wellbeing and for the child learning to build relationships with adults.

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In the lunch time, doing self talk like “Here are beans. I’m putting green beans on your plate. The plate goes on your tray. It’s time to eat!” is a great way to enrich children’s language.

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Giving children agency and the right to have a say in what they want to, including during routines. If they aren't ready for something (e.g. a nappy change) the educator can come back to them in 5-10 minutes.

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In transitions and routines educators have conversations about what the children are eating and give them opportunity to engage and respond, by asking questions, pausing and looking for verbal or non-verbal responses.

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The educator gave instruction for the child to wear her shoes by herself. non-verbal: pointed, and high-five.

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Educators use gestures, eye contact and asking open-ended questions to the children during meal time to ensure the environment is literacy-rich.

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the educator shows the child how to wash her  hands with description and said " do you see the bubbles?" the child said "bubble". Here the child learnt how to wash hands and what is bubble.

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the educator shows the child how to wash her  hands with description and said " do you see the bubbles?" the child said "bubble". Here the child learnt how to wash hands and what is bubble.

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Engaging in conversation with children and pausing so they have the opportunity to respond

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Ask open-ended questions, eye contact, gestures.

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Using language for learning, Educator describing and narrating their actions with the child to enrich the language and vocab the child is exposed to

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Teachers and children are having lunch together everyday. During the lunch time, they communicate with each other verbally.

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When handing over fruit the educator wait for children's response

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Narrating e.g. "jackets on, jackets off", naming the food, talk about body parts.

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The educator's self-talk is strategic in a way that they are all forms of inputs into the children, and as what Skinner suggests as through associating words with meanings, children will have increased understanding of the world around them.

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Narrating tasks that are being done

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Asking questions and waiting for children's response. Making eye contact, gestures and giving instructions for children.

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Educators engaging in conversation with children during mealtimes

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The educators asked different questions and allow time for children to think. Sometimes they let children choose and react by their own ways.

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A great example of this was when the educator was talking about the everyday opportunities to introduce learning. So during nappy change or hand washing.

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The educator shows students how to wash their hands and teach students how to say it. Give students time to mimic her pronunciation.

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To help the children engage in communication, encourage personal thinking and build communication skills

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Using conversational language to invite children reply freely, increasing the opportunities for children to communicate. Children can learn key words by repeating what teachers have said.

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When the child needed a fork for their lunch the educator said "well lets go and get one together, come on over here", they involved the child and gave them agency in the situation rather than just getting them a new fork. The child was given an active role.

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They talk about things children are doing or holding. Children can make connection to the world.

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Teachers use words to describe what they are doing and what is going to do next.

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- Narrating what children do throughout the day
- Having conversations about what children are experiencing during everyday situations (texture, temperature, taste, shape, size of food during mealtimes for exemple)
- pausing and waiting to give an opportunity for the child to respond
- having visual cues such as pictures for the child to point

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- Ask children questions and describe things that they share interests in (eg: the colors, shapes and texture)
- Notice children's non-verbal cues of showing interest and continue the discussion when teachers and children both have joint attention on something
- Pause, wait, and give children time to respond no matter verbally or non-verbally

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- Communicate with the children throughout the day on what they are doing
- Have conversation during mealtimes on the different aspects of their food (is it cold, hot, what is the texture, colour, shape etc.) and children might respond verbally or nonverbally to give educators cues that they understand and interested

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- Narrating what the children are doing
- Educator describing her feelings about the texture and colours of the fruits, and how they got them from the market
- Ask the children to put towels in the bucket, narrate the action as they are doing it and tell them that the towels will get washed

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- Educator helps the child put on her shoes through verbal guidance and minimal physical help
- Have conversation with the children during daily tasks such as putting on shoes and putting on jacket

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- Introduce the children to getting their own bowls and utensils and whatever things they need so they can be independent and are able to run mealtimes
- Let the children wash their own hands and providing them with a step
- Give the children options so they can choose for themselves

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During meal time:
Verbal communication: Talk about the fruits and food that they are eating, whether it's hot or cold, wet, crunchy, juicy
Non-verbal communication: children have the agency to decide what they want to eat and how much they want to eat- by nodding, or reaching out their hand

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During mealtime, descriptively talk with children about the food, its texture, colours, shapes, size or taste to initiate verbal communications among children, such as by asking is the food cold or hot. Show a piece of food, pause and wait to see children's reaction to encourage non-verbal communications.