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the infant class captures the amount of effectiveness of teachers use of language stimulation and language facilitation techniques to encourage infants early language development and are three things we look for with an early language support or what we call teacher talk communication support and communication extension and when we think about what this looks like in an infant setting we see teachers who are describing their own and their infants actions during activities and routines so the teacher might say I'm putting the music on and then the children start to dance and the teacher might say you're dancing and waving your arms to the music we see teachers who regularly label items and comments on what's happening in the classroom you're reaching for the ball Jeremiah is banging on the drum we're sitting down to have our snack because remember infants are born with the capacity to learn language but they need lots of need to hear lots and lots of language for that vocabulary to really sore which it does in the early years we also want teachers to frequently encourage infants to verbalize by initiating sounds and words with infants or imitating sounds that infants make so you know a child may look at something like a ball and the teacher might go but oh that's a ball or a teacher or a child might say mm mm mm ah and the teacher might say do you see mama so something to give them that intentionality around that communication and then just using lots of descriptive language to extend infants communicative attempts infants don't give us full word sentences and so we really need to help them understand that when they are grunting and gesturing and making these initial sounds they have some meaning and we attribute that to it I like this particular slide thinking about the serve and return that back and forth exchange of communication because looking at this little girl and her tongue sticking out and maybe she's sticking out her tongue but maybe she's blowing a raspberry but if you look at the teacher looks like she's sticking her tongue out too so this child is already learning about what a back and forth exchange looks like so toddler class the definition is the same we're supporting language use repeating and extending what kids say because toddlers are certainly more verbal we use self and parallel talk which means that we're describing where teachers are describing their own actions and the actions of the children and then also advanced language and so when we think about encouraging language use we are encouraging kids to talk when you know they have a problem with another child they might the teacher might say use your words or if a little boy is standing next to a little girl who's playing with something in it and the teacher can tell he wants to play the teacher can say say play please to encourage that language if kids point to something tell them what it is I mentioned the repeating and extending already I mentioned the describing and narrating the actions and then using complete sentences to spirit rich descriptive language are all things that are really important in that modelur classroom you