Policy Indications: How Materials Science Helps Contain Contain Covid-19 Spread  |  National Edu News: IIT Hyderabad and PharmCADD signed a pact for the co-development of new drugs   |  Teacher Insights: Be Game  |  Health Monitor: Understanding ‘Haemorrhage'  |  National Edu News: Pallikkutam GlobalConnect#3 on 'Innovative Tools for Effective Teaching'  |  Expert Counsel: The Nine Dash Line  |  National Edu News: Astronomers Find One Group of Appearing and Disappearing Stars  |  Teacher Insights: Bird Book for Children to Love Nature  |  International Edu News: New Model to Fight Social Media Deep Fakes  |  Teacher Insights: Universal Lunch Makes Students Healthier  |  Teacher Insights: Physical Activity Boosts Self Regulation  |  Parent Interventions: Anti-Inflammatory Foods Reduce Blood Fats  |  Parent Interventions: New Technique to Treat ADHD  |  Parent Interventions: Reduce Lab Tests in NICU Patients  |  Parent Interventions: Switch Off  |  
October 23, 2019 Wednesday 09:26:14 AM IST

Posers helpful to students

Parent Interventions

When it comes to challenging young minds to grow language, asking how and why during shared book reading to pre-schoolers can be more beneficial, according to new research at the University of Texas Health Science Centre at Houston (UTHealth).

An analysis of the questions pre-school teachers asked during shared reading to their classes revealed that only 1 in 6 questions would be considered challenging. Researchers would like that number to be closer to 2 in 5. The findings appear in Early Childhood Research Quarterly.

A teachable moment is the zone when learning takes place because the child is being challenged; more challenging, open-ended questions and fewer that can be answered with a yes or no, are required, according to the findings.

Teachers can enhance the learning experience by asking more complex questions that offer students a challenge. Children's responses are driven by the kinds of questions that are asked.