| The rate at which every child's language skills develop | | | | again, we tailor the questions to the child. Some kids |
| differs, with some two year olds barely speaking while | | | | love to talk and are happy to go on and on. For those |
| others are using full sentences. From the time they | | | | students, we try to ask more thought provoking |
| walk in the preschool classroom door at two, until they | | | | questions. For example, if the Show and Tell theme |
| move on to elementary school at five or six, children | | | | was 'something I used as a baby,' and a child brought |
| learn not only how to articulate their needs, but they | | | | in a rattle, we might ask why he thinks babies enjoy |
| can also express their feelings to others, and feel | | | | rattles. Of course, there is no right or wrong answer. |
| comfortable speaking in front of a group. | | | | The point is to help them become comfortable |
| There are many opportunities in preschool to practice | | | | speaking in front of other people. The children who are |
| these skills. In our three year old class, the children | | | | unable to speak in front of the group when the school |
| have several chances each week to practice public | | | | year begins, almost always become comfortable by |
| speaking. Every Monday during circle time, we pass | | | | the year's end. |
| our class mascot, Mr. Bear, from child to child. While a | | | | If your child is especially shy in these instances, |
| student is holding Mr. Bear, it is his turn to speak. He | | | | practice with him at home. Role-play what he might |
| can tell us what he did over the weekend, or | | | | say when it is his turn in class. That little bit of practice |
| something else he'd like to share. Most children love this | | | | goes a long way. Take advantage of mealtime to |
| time, as holding Mr. Bear is a treat. Any child who is not | | | | encourage your child to speak to you. Ask him what |
| holding the mascot understands that he needs to be | | | | he did in school, or why he likes to play at his |
| quiet while another student is speaking. That helps the | | | | neighbor's house. The more he practices speaking, the |
| other children develop good listening skills. For children | | | | more comfortable he will feel. And don't forget to listen |
| who are especially shy and not comfortable speaking | | | | to his answers. You will learn a great deal about your |
| to the group, they can give Mr. Bear a hug and pass | | | | child through casual conversation. Remember, |
| him on to the next student without feeling the pressure | | | | preschoolers' language skills develop at different rates, |
| to speak in front of the class. | | | | but there are things you can do at home to help these |
| The children have another opportunity to speak in front | | | | skills develop. |
| of the class when we have Show and Tell. Here | | | | |