Table 3 Perceived emphases and messages from staff in program
| Â | Frequency |
|---|---|
Talk about what you see together | 8 |
Help them play with other kids and negotiate | 8 |
Point to things and name them to the kids | 7 |
Talk about what you’re doing (e.g. as you play blocks) | 7 |
Get down to kids’ level, get close | 6 |
Wait for kids to talk, then respond | 6 |
Talk slowly | 5 |
Singing, music, dance, clapping | 5 |
Teach the kids ‘please’ and ‘thank you’ | 5 |
Check the kids understand e.g. ask them to bring you things | 5 |
Ask them questions | 5 |
Talk loudly | 4 |
Get them to look at your face | 3 |
Use baby talk to kids | 3 |
Use sign language (finger talk) | 2 |
Follow along with what the kid says, adding more words | 2 |
Encourage the kids to ask questions | 0 |