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TALK

On average, children from professional families hear 32 million more words by age four compared to children from families on welfare. Children who are ready for kindergarten have heard more words and have been engaged in more creative conversations.

A landmark study by Betty Heart and Todd R. Risley, published in a book entitled Meaningful Differences, Brookes Publishing, 1995 (4th printing, January 2003), demonstrates this experience gap.
Short Video
Summary

What do we mean when we say talk to your child more and in the right manner?

First, quantity matters. The more children hear language the better. It helps to build their understanding about language and how it is organized, its syntax.  It helps to build vocabulary. It helps to build the underlying skills called auditory processing or phonemic awareness, which are important for learning how to read.

Second, quality matters. The study referenced above describes two types of conversation. The first type takes care of business. Do this, don’t do that. This type of business conversation is necessary sometimes, but it does not build a child’s creative thinking skills and generally does not reinforce a positive self image. What is said to a child matters as far as building a positive growth mindset.

The second type of conversation is supportive and builds a child’s thinking skills. It poses questions for the child to ponder and it encourages questions from the child about everything. It encourages the child to explore and try new things and praises effort.



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