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The guidance explains how the “word gap” forms when some children receive fewer words and fewer back-and-forth conversations than others. It provides practical strategies for teachers and families to engage all children in rich English or home-language conversations, support thick exchanges, extend children’s language, and use stimulating questions that encourage explanations, predictions, and connections to children’s own lives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/talk-read-and-sing-together-every-day-tips-for-preschool-teachers-other-early-childhood-education-program-providers/408682/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/talk-read-and-sing-together-every-day-tips-for-preschool-teachers-other-early-childhood-education-program-providers/408682.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the “word gap” mentioned in the guidance?","Question",{"text":112,"@type":113},"The “word gap” refers to differences in the number of words and back-and-forth conversations some young children experience across their homes, early learning programs, and school settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers help children participate in conversations if they don’t speak yet?",{"text":117,"@type":113},"Teachers should tune in to what children are doing or pointing to, take turns communicating using nonverbal signals like gestures and smiles, and give children enough time to respond.",{"name":119,"@type":110,"acceptedAnswer":120},"What are “thick” conversations, and why are they important?",{"text":121,"@type":113},"“Thick” conversations provide many chances for children to speak and communicate through open-ended questions, imagination prompts, and frequent back-and-forth exchanges. They support stronger language development and engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},408682,1790814312,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Talk, Read and Sing Together Every Day!  \nTips For Preschool Teachers & Other Early Childhood Education Program Providers  \nA language rich environment is one in which children are surrounded by talking, singing, and reading and have many opportunities throughout their day, across all activities, to communicate with others and engage in back-and-forth conversations. A rich language environment is important to children’s early learning, and can have strong effects on early language, vocabulary, reading, and math skills, as well as on children’s social-emotional development.  \nResearch shows that some young children are exposed to more language in their homes, early learning programs, and school settings, than other children. This difference in the number of words and back-and-forth conversations to which children are exposed is called the “word gap”.  \nBelow are some tips that you can use to help bridge the word gap by enriching the language environment of all young children in your care, including children who do not speak yet, children with disabilities or delays, and children who are learning more than one language. Partner with families and encourage them to try these strategies at home, in their home language. For children with disabilities or delays, communicate with their other service providers and keep each other informed about the strategies you are using to enhance their language environment.  \nENGAGING CHILDREN IN CONVERSATIONS  \nTeachers and families play a critical role in developing language-rich learning environments. Try these strategies to engage all children in rich conversations in English or in their home language.  \n• Get down on the child’s level.  \n• Tune in and listen to what the child says. If the child does not speak yet, tune into what they are doing or pointing to and use these moments to talk with them.  \n• Take turns talking. If the child doesn’t have language yet, that may mean you are talking and the child is communicating in nonverbal ways, such as through gestures, looks, smiles, babbles, and word approximations (children’s attempts at words) .  \n• Talk about what the child is doing, what the child is looking at, or what the child is interested in.  \n• Ask questions that relate to the child’s experiences or interests.  \n• Add words or questions to what the child says or does and model new language.  \n• Give the child enough time to respond. For children who do not have language yet, this may be a nonverbal response, like a gesture or a look.  \n• Stay tuned in to the child’s facial and body expressions to make sure they are engaged.  \nFACILITATING “THICK” CONVERSATIONS  \nChildren benefit from “thick” conversations. Thick conversations are characterized by giving children many chances to speak and communicate, asking open-ended questions, encouraging them to think and imagine, and having many back-and-forth exchanges. Here are four key strategies to engage children in thick conversations in English or in their home language:  \n1. Encourage back-and-forth exchanges.  \n• Tune into children’s interests and experiences and talk about them.  \n• Take turns communicating.  \n• Show that you are interested in what they are doing and listening to what they say.  \n• Provide time for children to respond.  \n2. Extend children’s language.  \n• Expand on children’s words or their attempts at words by adding a little more. For example, if the child says “ball”, you can say “the blue ball is bouncing!”  \n• Add new vocabulary words to the ones children are already using when talking to them.  \n• Restate children’s language using correct grammar.  \n3. Invite children to talk about what they are doing.  \n• Comment on what children are doing.  \n• Ask children questions about what they are doing, what they did before, and what they plan to do next.  \n• Encourage children to make comparisons and consider other possibilities.  \n4. Encourage higher-level thinking.  \n• Help children make connections between what is happen","cbCaidddQUSiLZ7E","https://ap.wps.com/l/cbCaidddQUSiLZ7E","pdf",324374,"English","# Engaging Children in Conversations\n# Facilitating “Thick” Conversations\n## Four Key Strategies for Thick Conversations\n# Asking Questions","[{\"question\":\"What is the “word gap” mentioned in the guidance?\",\"answer\":\"The “word gap” refers to differences in the number of words and back-and-forth conversations some young children experience across their homes, early learning programs, and school settings.\"},{\"question\":\"How can teachers help children participate in conversations if they don’t speak yet?\",\"answer\":\"Teachers should tune in to what children are doing or pointing to, take turns communicating using nonverbal signals like gestures and smiles, and give children enough time to respond.\"},{\"question\":\"What are “thick” conversations, and why are they important?\",\"answer\":\"“Thick” conversations provide many chances for children to speak and communicate through open-ended questions, imagination prompts, and frequent back-and-forth exchanges. They support stronger language development and engagement.\"}]","Talk, Read and Sing Together Every Day - Tips for Preschool Teachers & Other Early Childhood Education Program Providers | PDF",1790580243,15]