5 Interaction Patterns

5 Interaction Patterns

1. (CDS) Child Directed Speech: the specificlanguage that adults use with young children that is distinctive and serves to enhance language development.

   • Speech utterances:
     • 1. Short and Well formed
     • 2. Have fewer false starts than adult to adult speech.
     • 5. Redundant or repetitive in part or in whole.
     • 6. Have a slower rate or tempo.
     • 8. Have discourse features that encourage children to participate and to clarify the child's responses.
     • 3. Not syntactically complex.
     • 7. More closely tied to immediate context.
     • 4. Have a high pitch, and annotation is more exaggerated

2. Verbal Mapping: interaction pattern in which an adult verbally describes the object or action in a level of detail appropriate to the developmental level of the child.

   • Shared reference and eye contact are important with new experiences and "in the now" learning experiences .

3. Questioning: adults ask children different questions to see what they know, what they understand (comprehension), and what the adult doesn't know

   • Questioning is employed by intonation at the end of the sentence, facial expressions, and gestures that encourage a response.

4. Linguistic Scaffolding: refers to the supportive manner in which adults or older children interact with young children in a dialogue.

   • Adults assist children with building a conversation.
   • Expansion/Recasting: an interaction pattern used to "fill-out" what a child says; modeling of more complex language.

5. Mediation: an adult focuses on simplifying the learning stimulus or task to facilitate the language interaction and comprehension by a child.