This article explores the preschool teachers’
use of concrete and abstract comments and questions
within the classroom contexts of storybook reading and
guided play to promote classroom conversations. Early
childhood educators promote oral language development
by creating a language-rich environment in which children
become active participants in classroom dialogue. Teachers
must intentionally plan and scaffold this learning through
interactive storybook reading and storybook extensions
using props through guided play. This article provides
examples of the types of comments and questions that can
serve to model and facilitate children’s vocabulary and
comprehensive language development and subsequent
literacy skills.
Keywords Preschool  Vocabulary  Oral language 
Literacy  Guided play

j296

371.36

Perpustakaan FITK Pusat

Tersedia

• From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play Susan L. Massey Published online:

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