Don't forget to use your visual 'tools' for talking, particularly with babies and younger children. Use your eyes and eye contact, facial gestures, your arms and hands and other body movements.
Don't be afraid of leaving long pauses and gaps when you talk with children. They need much more time to think about what they are going to say or do, and all too often we jump in before they have had time to draw breath. Get into the habit of pausing and allowing a moment of silence, giving the children the time to formulate their own responses and replies.
Listening is important in encouraging conversation, but do we really listen to children? Listening isn't just about checking that we have heard everything; it involves much more than this.
Listening is about watching and observing the children, finding out what they enjoy doing and what excites and interests them. It is about listening to children's emotions and feelings and tuning into what they are thinking.
Listening means being open to everything that the children do and say and think, and not imposing our view all the time.
If you listen to children, you will find out what they are interested in and this will create endless opportunities for rich conversations. When you let children follow their interests in play and other activities, they will surprise you with the depth of their language and what they know. They will concentrate for much longer periods and become completely absorbed in their thinking and learning. Conversation becomes rich and meaningful, as we found out when we followed Jack's interest in trains.
Jack made up new words to describe his thinking. 'Clunks and bobbles'
related to how the trains fitted together and he asked some searching questions, such as, 'How does the train turn around when the tracks are straight?'
Following children's interests and listening to their conversations requires some 'un-planning'. This means that you need to leave time and space for children to do their own activities and follow their own ideas.
Such times are a fantastic opportunity for you to step back and observe then consider the ways in which you can support and extend the children's thinking through your conversations with them.
Finally, ask yourself the following questions:
* When did I last have a prolonged and meaningful conversation with the children?
* Do I give the children enough time and space to talk?
* Do I listen to the children?
* Do I really know what interests them?
* Do I ask too many questions?
Di Chilvers is senior lecturer in Early Childhood Studies, Sheffield Hallam University and author of Young Children Talking (Early Education, www.early-education.org.uk)
